﻿Scopus
EXPORT DATE: 02 October 2023

@BOOK{Lackey2004159,
	author = {Lackey, Lara M.},
	title = {Policy, rhetoric, and educational outcomes: Interpreting skills now!},
	year = {2004},
	journal = {Educational Outcomes for the Canadian Workplace: New Frameworks for Policy and Research},
	pages = {159 – 185},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84966737232&partnerID=40&md5=c6dbee54b4254ef9d02cfd43acfd5e0f},
	affiliations = {Department of Curriculum and Instruction, Indiana University, United States},
	publisher = {University of Toronto Press},
	isbn = {978-144267429-5; 978-080208845-1},
	language = {English},
	abbrev_source_title = {Educational Outcomes for the Canadian Workplace: New Frameworks for Policy and Research},
	type = {Book chapter},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 2}
}

@ARTICLE{Timarová201131,
	author = {Timarová, Šárka and Salaets, Heidi},
	title = {Learning styles, motivation and cognitive flexibility in interpreter training: Self-selection and aptitude},
	year = {2011},
	journal = {Interpreting},
	volume = {13},
	number = {1},
	pages = {31 – 52},
	doi = {10.1075/intp.13.1.03tim},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-79955018472&doi=10.1075%2fintp.13.1.03tim&partnerID=40&md5=78136e841dbbf5bfd7fc763f979d0328},
	affiliations = {Lessius Hogeschool, Department of Applied Language Studies, 2000 Antwerpen, Sint-Andriesstraat 2, Belgium},
	abstract = {Admission testing for conference interpreter training programmes traditionally focuses on skills directly related to the interpreting skills, and while soft skills, such as motivation, are recognised as important, they are not systematically tested or researched. The present study attempts to address this gap by exploring three traits and abilities, namely learning styles, motivation and cognitive flexibility, and to relate them to students' self-selection for interpreting and to their success on final exams. Three tests were used to compare a group of self-selected interpreting students and applicants (n = 32) and a subgroup of conference interpreting students (n = 14) to a control group of undergraduate students (n = 104), from among whom the majority of Lessius University College interpreting students are recruited: the Inventory of Learning Styles (Vermunt & Rijswijk 1987), the Achievement Motivation Test (Hermans 1968/2004) and the Wisconsin Card Sorting Test (Grant & Berg 1948). The results show that self-selected interpreting students are cognitively more flexible and are less negatively affected by anxiety. Compared to the control group, successful conference interpreting students, but not unsuccessful students, are cognitively more flexible and benefit more from some level of anxiety. Moreover, all conference interpreting students are less affected by stress than the control group and seem to have more clearly developed learning preferences. © John Benjamins Publishing Company.},
	author_keywords = {Admission tests; Anxiety; Cognitive flexibility; Conference interpreter training; Learning styles; Motivation; Soft skills},
	correspondence_address = {Š. Timarová; Lessius Hogeschool, Department of Applied Language Studies, 2000 Antwerpen, Sint-Andriesstraat 2, Belgium; email: sarka.timarova@lessius.eu},
	issn = {1569982X},
	language = {English},
	abbrev_source_title = {Interpreting},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 49}
}

@ARTICLE{Xia2023,
	author = {Xia, Jianlan and Bao, Xiaoyan},
	title = {Progress, limitations and prospects of police interpreting professionalization in China},
	year = {2023},
	journal = {Cogent Social Sciences},
	volume = {9},
	number = {2},
	doi = {10.1080/23311886.2023.2248749},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168274413&doi=10.1080%2f23311886.2023.2248749&partnerID=40&md5=c39f4b8402f37c7a5d4aef2f0b0a9c78},
	affiliations = {Foreign-related Policing Department, Beijing Police College, Changping District, Beijing, China},
	abstract = {Police interpreting has received minimum scholastic attention in China. This study systematically researched the accreditation, training and employment of interpreters in police interviews in China. The current translator and interpreter accreditation tests in China adopt a generic approach that has generally failed to meet the public service interpreting needs. Uncertified bilingual officers or freelance interpreters without prior legal interpreting training are usually employed to assist with police interviews. The recent development of Master of Translation and Interpreting (MTI) programs, Master of Legal Translation and Interpreting (MLTI) programs and Foreign-related Policing programs have made little difference in easing the shortage of certified police interview interpreters. It is suggested to reform the current accreditation tests: to include a police interpreter accreditation sub-division. Bilingual officers should not be excluded from assisting police interviews. They should be assessed for their linguistic skills and interpreting skills and be certified either as interpreters or as bilinguals. Closer collaboration among police forces, law schools and foreign studies colleges would help develop more pragmatic training materials and better train trainers on police interview interpreting. Meanwhile, a national register system of police interpreters with different levels of credentials should be established to ensure the proper administration of justice. China’s development patterns in the police interpreting accreditation, training and register systems might be of significant reference value to some other countries. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.},
	author_keywords = {a national register system; accreditation sub-division; bilingual officers; foreign-related policing; MLTI},
	correspondence_address = {J. Xia; Foreign-related Policing Department, Beijing Police College, Beijing, No. 11 Nanjian Road, Changping District, 102202, China; email: m18610765795@163.com},
	publisher = {Cogent OA},
	issn = {23311886},
	language = {English},
	abbrev_source_title = {Cogent Soc. Sci.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; All Open Access, Gold Open Access}
}

@ARTICLE{Tang2017373,
	author = {Tang, Fang and Li, Dechao},
	title = {A corpus-based investigation of explicitation patterns between professional and student interpreters in Chinese-English consecutive interpreting},
	year = {2017},
	journal = {Interpreter and Translator Trainer},
	volume = {11},
	number = {4},
	pages = {373 – 395},
	doi = {10.1080/1750399X.2017.1379647},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029687664&doi=10.1080%2f1750399X.2017.1379647&partnerID=40&md5=b8c4f8daf94804dd37543bef90fb2d90},
	affiliations = {School of Interpreting and Translation Studies, Guangdong University of Foreign Studies, Guangzhou, China; Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Kowloon, Hong Kong},
	abstract = {This paper investigates the influence of interpreters’ expertise on their explicitation patterns in Chinese to English (C-E) consecutive interpreting (CI). An analysis of the performance, notes and retrospection of 12 professional interpreters and 12 student interpreters revealed the following common features: 1) the majority of explicitations are of experiential nature; 2) most explicitations are for clarification; 3) it is common for interpreters to explicitate to make up for competence insufficiency. Additionally, based on differences identified between the two groups, the study revealed the following tendencies: 1) tendency of clarification: professional interpreters tend to clarify the original information; 2) tendency of cohesion enhancement: professional interpreters tend to add conjunctive adjuncts to enhance cohesion; 3) tendency of subjective reinforcement: professionals tend to reinforce the speaker’s attitude by adding attitudinal information or intensifiers; 4) tendency to use explicitation as a strategy to make up for inadequate interpreting competency: student interpreters tend to explicitate for time-management and gap-filling purposes. This descriptive study of explicitation based on a self-built corpus of professional and student interpreters’ interpreting products may provide insight for interpreter training. © 2017 Informa UK Limited, trading as Taylor & Francis Group.},
	author_keywords = {Chinese to English consecutive interpreting; Corpus-based investigation; explicitation patterns; professional interpreters; student interpreters},
	correspondence_address = {F. Tang; School of Interpreting and Translation Studies, Guangdong University of Foreign Studies, Guangzhou, China; email: tangfang@gdufs.edu.cn},
	publisher = {Taylor and Francis Ltd.},
	issn = {1750399X},
	language = {English},
	abbrev_source_title = {Interpet Transl. Train.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 8; All Open Access, Green Open Access}
}

@BOOK{Hodáková2021243,
	author = {Hodáková, Soňa},
	title = {To be or not to be an interpreter? Should interpreter's training change the personality or subordinate itself to it?},
	year = {2021},
	journal = {Translation, Interpreting and Culture: Old Dogmas, New Approaches},
	pages = {243 – 265},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85120014434&partnerID=40&md5=6933588a16967e3d14c867259c35baa0},
	affiliations = {Department of Translation Studies, Constantine the Philosopher University, Nitra, Slovakia},
	abstract = {This study focuses on selected cognitive and personality characteristics of students of interpreting that can potentially have an impact on interpreting performance. The author presents the results of empirical research on the issue (Hodáková 2009, 2016, 2019) indicating that the cognitive processes (e.g. properties of attention) and personality traits (e.g. aspects ofmotivation) of students are linked to the quality of their interpreting performance. Since psychology considers motivation a dynamic personality trait (Ryan and Deci 2000; Ficzere, Ďurková, and Stranovská 2018) that reacts well to the influence of the social (and thus pedagogical) environment, the conclusions ofthe presented study can be used as a basis for teaching activities within interpreting training. The findings also legitimise the need for intervention not only at the level of so-called hard skills (linguistic and interpreting skills, techniques and strategies) but also at the level of so-called soft skills (i.e. influencing the development of personality traits) as well. © Peter Lang GmbH. Internationaler Verlag der Wissenschaften. Berlin 2021. All rights reserved.},
	author_keywords = {Attention; Interpreting performance; Interpreting training; Motivation; Personality},
	correspondence_address = {S. Hodáková; Department of Translation Studies, Constantine the Philosopher University, Nitra, Slovakia; email: shodakova@ukf.sk},
	publisher = {Verlag Peter Lang AG},
	isbn = {978-363185301-6; 978-363183881-5},
	language = {English},
	abbrev_source_title = {Transl., Interpret. and Cult.: Old Dogmas, New Approache.},
	type = {Book chapter},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@ARTICLE{Lee2014183,
	author = {Lee, Sang-Bin},
	title = {An Interpreting Self-Efficacy (ISE) scale for undergraduate students majoring in consecutive interpreting: Construction and preliminary validation},
	year = {2014},
	journal = {Interpreter and Translator Trainer},
	volume = {8},
	number = {2},
	pages = {183 – 203},
	doi = {10.1080/1750399X.2014.929372},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84923226261&doi=10.1080%2f1750399X.2014.929372&partnerID=40&md5=09318ca2057108d42197ac6cad337fb3},
	affiliations = {Department of English Interpretation and Translation, Hankuk University of Foreign Studies (HUFS), Seoul, South Korea},
	abstract = {Research findings from various professional areas of activity have demonstrated that self-efficacy, or personal belief in one's capabilities is a good predictor of how one feels and behaves and what one can accomplish. Absent from this body of research are studies on Interpreting Self-Efficacy (ISE), a person's belief about their interpreting competence. Informed by the tenets of Albert Bandura's social cognitive theory, this study aims to develop an ISE scale for undergraduate trainee interpreters in Korea. The ISE scale was developed following a statistically sound format. An initial pool of 63 items was generated based on a review of the literature on self-efficacy instruments and interpreting competence, and the draft scale was checked for face and content validity. Undergraduate students majoring in consecutive interpreting at three universities in Seoul participated (N = 413) in validating the scale. The preliminary scale was refined into 21 items through analysis of internal consistency reliability and exploratory factor analysis. © 2014 Taylor & Francis.},
	author_keywords = {Bandura's self-efficacy; Interpreting self-efficacy (ise); Perceived interpreting competence; Scale development; Self-efficacy scale},
	publisher = {St. Jerome Publishing},
	issn = {1750399X},
	language = {English},
	abbrev_source_title = {Interpet Transl. Train.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 19}
}

@BOOK{Angelelli2011264,
	author = {Angelelli, Claudia V.},
	title = {An ethnographic longitudinal approach to the development of assessment for advanced competencies of medical interpreters},
	year = {2011},
	journal = {The Longitudinal Study of Advanced L2 Capacities},
	pages = {264 – 278},
	doi = {10.4324/9780203871652},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84921353912&doi=10.4324%2f9780203871652&partnerID=40&md5=cee61c780f52548cf9793d0db0af689e},
	affiliations = {San Diego State University, United States},
	abstract = {Medical interpreters are highly proficient individuals who are capable of processing and conveying information in two languages, often under conditions of critical and extreme pressure. Yet, our understanding of the language competencies used by advanced language users is only incipient, as these superior L1/L2 users have seldom been studied (Valdés and Angelelli, 2003). This chapter reports on the application of three-year-long ethnographic data (Angelelli, 2001, 2004a) from a bilingual medical setting to develop tests that assess linguistic, sociolinguistic, and interpreting competencies of medical interpreters across three languages. During a total of 37 months (22 for Spanish and 15 for Cantonese and Hmong) medical interpreters were observed and recorded as they worked with English-speaking healthcare providers and Cantonese, Hmong, and Spanish-speaking patients. The data were subsequently used to develop the tests in these three languages for the healthcare setting (Angelelli, 2003a). The rich data collected provided a unique window into the language competencies used by advanced/superior language users. The tests are now used to screen individuals who want to get into medical interpreting programs as well as those who want to work in healthcare settings interacting with monolingual speakers of languages other than English. This unique longitudinally driven and contextualized approach to the development of assessment of language proficiency and interpreting skills advanced proficiency presents challenges and strengths that are also discussed in this chapter. © 2008 Taylor&Francis.},
	publisher = {Taylor and Francis},
	isbn = {978-020387165-2},
	language = {English},
	abbrev_source_title = {The longitud. Study of Advanced L2 Capacities},
	type = {Book chapter},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 1}
}

@ARTICLE{Angelelli200763,
	author = {Angelelli, Claudia V.},
	title = {Assessing medical interpreters: The language and interpreting testing project},
	year = {2007},
	journal = {Translator},
	volume = {13},
	number = {1},
	pages = {63 – 82},
	doi = {10.1080/13556509.2007.10799229},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-51249156921&doi=10.1080%2f13556509.2007.10799229&partnerID=40&md5=9ebdf42bfc2439e74e92b0e1a192decd},
	affiliations = {Department of Spanish and Portuguese, San Diego State University, San Diego, CA 92182-6018, 5500 Campanile Drive (A and L 111), United States},
	abstract = {The end of the 20th century and the beginning of the 21st witnessed important changes that have affected healthcare delivery to patients with limited proficiency in English in the United States, resulting in an increasing need for professional interpreters. This need cannot be met by the limited number of available professional medical interpreters, and bilingual individuals volunteering to help or receiving on-the-job training consequently have to be assessed on both language and interpreting abilities. This paper reports on the design of an instrument of assessment used to measure the skills of medical interpreters. Authentic medical exchanges with Spanish, Cantonese and Hmong-speaking patients were collected and analyzed to identify the basic linguistic and interpreting skills commonly used in interpreter-mediated encounters within healthcare settings. These communicative events were used as the basis for creating scripts that form the core of a set of tests for an interpreter training programme. In order to validate the scenarios and adaptations introduced by native informants participating in the study, the scripts were presented to focus groups formed by community members, interpreters and healthcare providers for each ethnic group. Each script was video recorded and field tested and is now piloted at five sites in California and ten other sites in the US. The article is relevant for interpreter educators, medical interpreters and hospital administrators interested in using tests to identify and develop special abilities of bilingual speakers in the medical setting. © St. Jerome Publishing, Manchester.},
	correspondence_address = {C.V. Angelelli; Department of Spanish and Portuguese, San Diego State University, San Diego, CA 92182-6018, 5500 Campanile Drive (A and L 111), United States; email: claudi.angelelli@sdsu.edu},
	publisher = {St. Jerome Publishing},
	issn = {13556509},
	language = {English},
	abbrev_source_title = {Translator},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 30}
}

@ARTICLE{Martí201577,
	author = {Martí, Ma Isabel Abril},
	title = {Interpreting in gender violence settings: The Spanish case; [La interpretación en contextos de violencia de género con referencia al caso español]},
	year = {2015},
	journal = {Trans},
	number = {19.1},
	pages = {77 – 94},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84954562352&partnerID=40&md5=4c1573a641d74b743e94b24cbcb9a713},
	affiliations = {University of Granada, Proyecto SOS-VICS, Spain},
	abstract = {Official statistics show that the prevalence of gender-based violence (gv) in Spain is twice as high among foreign women, who are particularly vulnerable to this type of violence for different reasons. Spanish authorities have taken measures aimed at creating a comprehensive system of public resources to meet the needs of victims. However, if many GV victims fail to come forward for help for different reasons, foreign victims must also face language barriers. The current official support network does not include specific language services for these women, and interpreting in gv cases follows the pattern of Public Service Interpreting (psi), which means that communication problems are solved with non-professional solutions more often than not. Against this background, this paper will discuss the particular complexity of communication in gv contexts which demands that interpreters develop specific competences. Without the proper qualification of interpreters and professionalisation of language services, foreign victims of gv can be revictimised by the very same system envisaged to guarantee the rights and safety of all women, regardless of their nationality, national or ethnic origin, race, religion, or other status.},
	author_keywords = {Gender-based violence; Interpreting competence; Professionalization; Public service interpreting; Training},
	publisher = {Universidad de Malaga},
	issn = {11372311},
	language = {Spanish},
	abbrev_source_title = {Trans},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 5}
}

@ARTICLE{Bartłomiejczyk2010183,
	author = {Bartłomiejczyk, Magdalena},
	title = {Effects of short intensive practice on interpreter trainees' performance},
	year = {2010},
	journal = {Benjamins Translation Library},
	volume = {88},
	pages = {183 – 194},
	doi = {10.1075/btl.88.16bar},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85052844071&doi=10.1075%2fbtl.88.16bar&partnerID=40&md5=0753fd648cefdfd9162b6d0980b3187b},
	affiliations = {University of Silesia, Poland},
	abstract = {The performance of ten interpreting students participating in a one-week practice programme in real conference conditions was measured using two tools established in research on interpreting: propositional accuracy scores and error analysis. These tools were applied to the students' interpretations recorded in an experimental setting before and after the practice programme. The results suggest a slight average improvement in the students' interpreting skills, yet none in their delivery. The study has some important practical implications on how the practice programme will be run in the future. © 2010 John Benjamins Publishing Company. All rights reserved.},
	author_keywords = {Completeness; Error analysis; Interpreter training; Practical experience; Propositional accuracy},
	editor = {Gile D. and Hansen G. and Pokorn N.K.},
	publisher = {John Benjamins Publishing Company},
	issn = {09297316},
	isbn = {978-902728864-6},
	language = {English},
	abbrev_source_title = {Benjamins Transl.  Libr.},
	type = {Review},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 7}
}

@ARTICLE{Timoshina202229,
	author = {Timoshina, Elena V. and Kondurov, Viacheslav E.},
	title = {Searching the Lost Meaning: Legal Interpretation in the Situation of the Death of Legislator},
	year = {2022},
	journal = {Voprosy Filosofii},
	volume = {2022},
	number = {10},
	pages = {29 – 43},
	doi = {10.21146/0042-8744-2022-10-29-43},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139993741&doi=10.21146%2f0042-8744-2022-10-29-43&partnerID=40&md5=f9f9f4793a917983612c590444cfe3e4},
	affiliations = {Saint Petersburg State University, 7/9, University embankment, St. Petersburg, 199034, Russian Federation},
	abstract = {The article is concerned with the problem of relativisation of the philosophical grounds of the legal interpretation theory. The latter include ideas about the text and reality relationships, the interpreter’s ability to cognize the meaning of the text, and ethical principles of dealing with the text, its author, and its meaning. The article is discussing the author-(logo-) centric approach to the interpretation of authoritative texts, which used to be common for medieval scholasticism and jurisprudence and was conditioned by the genealogy of these two disciplines. The authors show how the consequent proclamation of the death of the signifier (God and the Author) and the signified (sign) affected the theory of legal interpretation. It is pointed out that the semantic voluntarism of the judge-interpreter and the absence of any ethical restraints in dealing with the author, text and meaning as the main consequence of the destruction of its logocentric foundations. The metaphor of the death of the legislator is introduced, with the help of which the distrust of the legislator as a source of meaning, which is widespread in modern theories of legal interpretation, can be recorded. When applied in jurisprudence, such theoretical conceptions can generate political effects in the legal order, changing the perception of the separation of powers and the subject of sovereignty. In the conclusion, the authors defend the position of interpretative realism, which obliges the interpreter to reveal the meaning invested in the text by its author. © 2022, Institute of Philosophy, Russian Academy of Sciences. All rights reserved.},
	author_keywords = {death of God; death of the Author; interpretive realism; J. Derrida; judge; legal interpretation; legislator; logocentrism; political theo-logy; scholasticism},
	publisher = {Institute of Philosophy, Russian Academy of Sciences},
	issn = {00428744},
	language = {Russian},
	abbrev_source_title = {Vopsory Filosoffi},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@BOOK{Erzurumlu2020179,
	author = {Erzurumlu, Özüm Arzık},
	title = {Employing podcasts as a learning tool in interpreter training: A case study},
	year = {2020},
	journal = {The Role of Technology in Conference Interpreter Training},
	pages = {179 – 202},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85116999448&partnerID=40&md5=acef02285859d1f6d0bb22ba946dfd9e},
	abstract = {Integrating ICT into the interpreting curriculum could serve not only to further improve students' interpreting skills but also to improve their B-language skills, especially if they have never had a chance to live in a foreign country where that language is the main tool of communication. This chapter focuses on the integration of podcasts into conference interpreting training classes. To this end, a pilot study was undertaken in which twenty minutes of each class was dedicated to podcast-related activities, be it in the form of introducing or listening to podcasts or having quizzes related to podcasts assigned each week to the students. The purpose of the chapter is to showcase the advantages of integrating podcasts into classroom activities in an attempt to introduce lifelong learning habits to the students as an indispensable skill of the interpreter they aim to become. The author begins by situating podcasts within the interpreting competence and describes their place vis-à-vis other competences. This is followed by an explanation of how podcasts were employed in interpreter training during the pilot study, and finally by an assessment of the survey and focus group that were conducted with the students in an attempt to obtain their comments on how podcasts helped them to acquire interpreting competence. © Peter Lang AG 2020. All rights reserved.},
	publisher = {Peter Lang AG},
	isbn = {978-178874408-9; 978-178874407-2},
	language = {English},
	abbrev_source_title = {The Role of Technology in Conf. Interp. Train.},
	type = {Book chapter},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@ARTICLE{Korpal2016297,
	author = {Korpal, Paweł},
	title = {Interpreting as a stressful activity: Physiological measures of stress in simultaneous interpreting},
	year = {2016},
	journal = {Poznan Studies in Contemporary Linguistics},
	volume = {52},
	number = {2},
	pages = {297 – 316},
	doi = {10.1515/psicl-2016-0011},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84976634248&doi=10.1515%2fpsicl-2016-0011&partnerID=40&md5=c59f4b483f3c7117119dea170483dc43},
	affiliations = {Faculty of English, Adam Mickiewicz University, Collegium Novum, al. Niepodlegoci 4, Poznan, 61-874, Poland},
	abstract = {The question of interpreter aptitude has been widely discussed in Interpreting Studies (e.g. Lambert 1991; Moser-Mercer 1994; Mackintosh 1999). Language command and cognitive skills have often been treated by interpreter trainers as the main determinants of an interpreter's future success. However, in recent years, more and more attention from interpreting scholars has been devoted to psycho-Affective factors, such as motivation, anxiety or stress resistance (e.g. Timarová and Ungoed-Thomas 2008; Rosiers et al. 2011; Bontempo and Napier 2011). This paper presents the results of a pilot study, the main objective of which was to examine whether the speed of speaker's delivery influences the level of stress experienced by interpreting trainees during a simultaneous interpreting task. To this end, heart rate and blood pressure data were collected. The participants were asked to interpret two speeches from English into Polish. The author hypothesised that while interpreting a faster speech the participants would experience a higher level of stress than when they interpreted a slower speech. The hypothesis was corroborated only for heart rate values. No statistically significant differences were observed for either systolic or diastolic blood pressure. The study offers valuable insight into the question of stress experienced by interpreting trainees. © 2016 Faculty of English, Adam Mickiewicz University, Poznań, Poland 2016.},
	author_keywords = {blood pressure; heart rate; interpreter aptitude; psychological stress; simultaneous interpreting},
	correspondence_address = {P. Korpal; Faculty of English, Adam Mickiewicz University, Collegium Novum, Poznan, al. Niepodlegoci 4, 61-874, Poland; email: pkorpal@wa.amu.edu.pl},
	publisher = {Polish Academy of Science, Committee of Physical Culture},
	issn = {01372459},
	language = {English},
	abbrev_source_title = {Poznan Stud. Contemp. Linguist.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 33; All Open Access, Green Open Access}
}

@ARTICLE{Huh202171,
	author = {Huh, Jiun},
	title = {Market demand for conference interpreting in South Korea: Sifting through the signals},
	year = {2021},
	journal = {Translation and Interpreting},
	volume = {13},
	number = {1},
	pages = {71 – 100},
	doi = {10.12807/TI.113201.2021.A05},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103026267&doi=10.12807%2fTI.113201.2021.A05&partnerID=40&md5=0d8e2c06e7852ff0882bcab5b52c87ca},
	affiliations = {Ewha Womans University, South Korea},
	abstract = {This paper explores the market demand for conference interpreting in South Korea by examining the signals that users perceive as important for professional conference interpreting services. The findings are based on a questionnaire-based survey of 109 participants who have experience using conference interpreting services. The results indicate that quality of interpreting, domain-specific interpreting experience, and certification of interpreting competence are important signals, suggesting that users are aware of the importance of quality. However, academic degrees in interpreting are found to have relatively weaker signaling power, suggesting the presence of information asymmetry-meaning users have less information about interpreters' qualifications than suppliers do. The findings are discussed in relation to users' price perceptions. The paper also addresses the service aspect of conference interpreting, shedding light on the “interpreting as a service” approach, based on an end-to-end service concept in both training and practice. The findings suggest future directions both in terms of market development and interpreter training. © 2021 University of Western Sydneys. All rights reserved.},
	author_keywords = {Certification; Conference interpreting; Interpreting quality; Market demand; Signaling; Signals},
	correspondence_address = {J. Huh; Ewha Womans University, South Korea; email: huhjiun@ewha.ac.kr},
	publisher = {University of Western Sydneys},
	issn = {18369324},
	language = {English},
	abbrev_source_title = {Transl. Interpreting},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 2; All Open Access, Gold Open Access}
}

@ARTICLE{Cheung201325,
	author = {Cheung, Andrew K.F.},
	title = {Non-native accents and simultaneous interpreting quality perceptions},
	year = {2013},
	journal = {Interpreting},
	volume = {15},
	number = {1},
	pages = {25 – 47},
	doi = {10.1075/intp.15.1.02che},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84874484364&doi=10.1075%2fintp.15.1.02che&partnerID=40&md5=ce3d40368602e0c3ba745e56d332157e},
	affiliations = {Department of Chinese and Bilingual Studies, Hong Kong Polytechnic University, Kowloon, Hong Kong},
	abstract = {A controlled experiment measured native Hong Kong Cantonese speakers' perceptions of the quality of three different simultaneous interpretations (SIs) into Cantonese. The SIs differed only in the interpreters' accents, native in one case and non-native in the other two. Participants were randomly assigned to one of three groups, listening to the following versions of the SI: (1) native-accented Cantonese (control group); (2) Mandarin-accented Cantonese; (3) English-accented Cantonese. To motivate participants to listen attentively, they were told beforehand that they would take a comprehension test before assessing the quality of the SI delivery. Ten questionnaire items measuring SI quality perception were analyzed quantitatively, while any additional comments were examined qualitatively. Overall, respondents in the two groups who listened to SI delivered with a non-native accent assigned lower quality ratings on all survey items than did respondents listening to native-accented Cantonese SI. Qualitative data suggest three possible explanations for the low ratings of the two SIs with a non-native accent: (1) extra listening effort was required to understand these SIs; (2) negative stereotypes were triggered by the interpreters' non-native accents; (3) feelings of insecurity or threat were prompted by the non-native interpreters' ability to perform SI into Cantonese. © John Benjamins Publishing Company.},
	author_keywords = {Cantonese; Non-native accent; Quality perception; Simultaneous interpreting},
	correspondence_address = {A.K.F. Cheung; Department of Chinese and Bilingual Studies, Hong Kong Polytechnic University, Kowloon, Hong Kong; email: ctandrew@polyu.edu.hk},
	issn = {1569982X},
	language = {English},
	abbrev_source_title = {Interpreting},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 18}
}

@ARTICLE{Gómez200770,
	author = {Gómez, María José López and Molina, Teresa Bajo},
	title = {Predicting proficiency in signed language interpreting: A preliminary study},
	year = {2007},
	journal = {Interpreting},
	volume = {9},
	number = {1},
	pages = {70 – 92},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-43249133302&partnerID=40&md5=29d5dab62b77cf3836ce21351f959168},
	affiliations = {University of Granada; 02640 Almansa (Albacete), C/ Corredera, 86, 2a, Spain; Department of Experimental Psychology and Behavioural Physiology, Faculty of Psychology, University of Granada},
	abstract = {An empirical study was designed to identify which perceptual-motor, cognitive and personality factors may underlie both acquisition of a signed language as a B language and development of signed language interpreting skills. If abilities that are potentially needed are found, a previous assessment of candidates' potential for developing signed-language interpreting skills could be useful in identifying which students are likely to obtain good results during training. Perceptual-motor and cognitive skills, personality factors and academic background were hypothesized as possible predictors of success. Results showed that perceptual-motor and cognitive abilities are more important than personality traits in predicting proficiency in learning a signed language and developing signed-language interpreting abilities. Perceptual-motor coordination is the most reliable factor for predicting signed language proficiency, followed by other cognitive and personal factors.},
	author_keywords = {Cognitive skills; Perceptual-motor coordination; Personality; Predictor; Proficiency; Signed language interpreting},
	correspondence_address = {M. J. L. Gómez; University of Granada, Spain; email: marialg@correo.ugr.es},
	publisher = {John Benjamins Publishing Company},
	issn = {13846647},
	language = {English},
	abbrev_source_title = {Interpreting},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 22}
}

@ARTICLE{Sandrelli2011,
	author = {Sandrelli, Annalisa},
	title = {The interpreters at the Rome Criminal Court: An empirical survey; [Gli interpreti presso il tribunale penale di Roma: Un'indagine empirica]},
	year = {2011},
	journal = {inTRAlinea},
	volume = {13},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84862575233&partnerID=40&md5=e663bf998873fb1ee88879235c9a8330},
	affiliations = {Universita' LUSPIO, Italy},
	abstract = {This paper presents a research project on court interpreting currently under way at LUSPIO university in Rome, involving a number of final-year interpreting students. Questionnaires were administered to interpreters and magistrates at the Rome Criminal Court to find out about their perception of interpreters' role, skills, competences and ethical principles. The main results obtained from the interpreters' questionnaires are commented here: they provide an insight into current training needs. ©Annalisa Sandrelli & inTRAlinea 2011.},
	author_keywords = {Court interpreters; Fair trial; Interpreting skills and techniques; Survey; Training},
	issn = {1827000X},
	language = {Italian},
	abbrev_source_title = {Intralinea},
	type = {Review},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 1}
}

@ARTICLE{Hlavac202329,
	author = {Hlavac, Jim},
	title = {Knowledge, skills and abilities (KSAs) as a metric to re-conceptualise aptitude: a multi-stakeholder perspective},
	year = {2023},
	journal = {Interpreter and Translator Trainer},
	volume = {17},
	number = {1},
	pages = {29 – 53},
	doi = {10.1080/1750399X.2023.2170052},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85149294646&doi=10.1080%2f1750399X.2023.2170052&partnerID=40&md5=da2c2a8bd26d112fa327141beae0c30b},
	affiliations = {Monash Intercultural Lab, School of Languages, Literatures, Cultures and Linguistics, Monash University, Melbourne, Australia},
	abstract = {Aptitude is a hypernym used in training and practice-based contexts to refer to a person’s natural or acquired ability to do something. It tends to be an attribute that is ‘forward-looking’, i.e. referring to a person’s probability of achieving success in the future. This paper adopts a retrospective perspective in looking at the ‘success achievement’ of (would-be) interpreters and employs the term knowledge, skills and abilities (KSAs). The research questions that this paper addresses relate to frequency of KSAs referred to across four ‘stakeholder areas’ relevant to interpreter performance: studies from pedagogues on training and (pre-qualification) testing; testing/credentialing authorities; industry-based organisations; and trainee and practising interpreters themselves. Comparison across the four stakeholder areas shows that the training and testing, and credentialing stakeholder areas most frequently identify linguistic and transfer-based KSAs, with moderate attention afforded to intercultural skills, discourse analysis skills, social interactional skills and knowledge bases across different thematic areas, and demonstration of knowledge of ethics. The industry-based stakeholder area records high levels of frequency for KSAs to do with research, terminology, business, self-assessment and ICT skills, alongside linguistic, and interactional KSAs. Overall, however, the broadest spread of frequently identified KSAs is recorded amongst the trainee and practitioner stakeholder group. © 2023 Informa UK Limited, trading as Taylor & Francis Group.},
	author_keywords = {interpreter skill sets; Interpreters; interpreting KSAs; trainee interpreters},
	correspondence_address = {J. Hlavac; Monash Intercultural Lab, School of Languages, Literatures, Cultures and Linguistics, Monash University, Melbourne, Australia; email: Jim.Hlavac@monash.edu},
	publisher = {Taylor and Francis Ltd.},
	issn = {1750399X},
	language = {English},
	abbrev_source_title = {Interpet Transl. Train.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@ARTICLE{Mahasneh201863,
	author = {Mahasneh, Anjad A. and Obeidat, Mohammed M.},
	title = {Conflict zones: A training model for interpreters},
	year = {2018},
	journal = {Interpreters Newsletter},
	number = {23},
	pages = {63 – 81},
	doi = {10.13137/2421-714X/22399},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85070282226&doi=10.13137%2f2421-714X%2f22399&partnerID=40&md5=88c1aeff4d648b51271fae022258469a},
	affiliations = {Yarmouk University, Irbid, Jordan},
	abstract = {The present study aims at investigating the status of conflict zone interpreters. It sheds more light on the sufficiency of interpreting skills in conflict zones. To achieve the purpose of this study, the method employed is based on interviewing interpreters working for non-governmental organizations which provided humanitarian services for refugees in Jordan in 2017. The findings reveal that these interpreters lack adequate training relevant to this particular field of interpretation, hence encountering numerous (non)linguistic challenges. Finally, the study concludes that conflict zone interpreters are in need of a relevant model of training. Therefore, the researchers propose a competency model of training that may help them with the aim of producing plausible interpretations. © 2018 Edizioni Universita di Trieste. All rights reserved.},
	author_keywords = {Conflict zones; Interpreters; Interpreting skills; NGOs; Training models},
	publisher = {Edizioni Universita di Trieste},
	issn = {15914127},
	language = {English},
	abbrev_source_title = {Interpreters Newsl.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 4}
}

@ARTICLE{Stone201772,
	author = {Stone, Christopher},
	title = {Sign language interpreter aptitude: The trials and tribulations of a longitudinal study},
	year = {2017},
	journal = {Translation and Interpreting},
	volume = {9},
	number = {1},
	pages = {72 – 87},
	doi = {10.12807/ti.109201.2017.a06},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85019931461&doi=10.12807%2fti.109201.2017.a06&partnerID=40&md5=17ff1585d8c01a224b0a41343ec980e6},
	affiliations = {University of Wolverhampton, United Kingdom},
	abstract = {This paper discusses the process of undertaking an exploratory longitudinal study of language learning and interpreter aptitude. It discusses the context of aptitude testing, the test selection for a test battery, the recruitment of subjects within the small-scale study (n=22) and the administration of that battery within the context of whether longitudinal studies are feasible with small cohorts of sign language interpreters. Sign languages continue to be languages of limited diffusion in Europe. Even with gradually increasing numbers of 'hearing' sign language users, typically those wishing to become sign language interpreters do not have high levels of sign language fluency prior to enrolling in sign language interpreter training. As such, these students need to gain fluency in sign language, whilst also beginning to engage in interpreter education and interpreting-skills development. To date there is little understanding of how best to screen sign language interpreter program applicants to ensure the effective use of resources, i.e. to educate those who will both learn sign language to C1 fluency (Pro-signs, 2016) during the BA and also be able to learn how to interpret. Longitudinal studies enable us to take a longer view of learning and the professionalisation of skills and knowledge. They do, however, require significant time and this in itself can prove to be an obstacle when university researchers are required to produce tangible research outputs for career goals such as promotion or tenure.},
	author_keywords = {Cognitive development; Interpreter aptitude; Interpreter expertise},
	correspondence_address = {C. Stone; University of Wolverhampton, United Kingdom; email: christopher.stone@wlv.ac.uk},
	publisher = {University of Western Sydneys},
	issn = {18369324},
	language = {English},
	abbrev_source_title = {Transl. Interpreting},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 7; All Open Access, Gold Open Access}
}

@ARTICLE{Dong2018185,
	author = {Dong, Yanping},
	title = {Complex dynamic systems in students of interpreting training},
	year = {2018},
	journal = {Translation and Interpreting Studies},
	volume = {13},
	number = {2},
	pages = {185 – 207},
	doi = {10.1075/tis.00011.don},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85054980494&doi=10.1075%2ftis.00011.don&partnerID=40&md5=118246c513090207845cce5e85c7a920},
	affiliations = {Bilingual Cognition and Development Lab, Center of Linguistics and Applied Linguistics, Guangdong University of Foreign Studies, Baiyun Avenue, North #2, Guangzhou, 510420, China},
	abstract = {Students of interpreting training may go through drastic cognitive changes, but current empirical findings are disparate and isolated. To integrate these findings and to obtain a better understanding of interpreting training, the present article tries to reinterpret students of interpreting training as complex dynamic systems. Relying primarily on longitudinal empirical data from several existing studies, the article illustrates how the initial state of some key parameters influences the progress of the systems, how the parameters themselves evolve, and how interpreting competence develops as a result of self-organization. The hope is that a metatheoretical framework such as Dynamic Systems Theory will allow specific findings and particular-istic models for interpreting training to be integrated. Moreover, this approach may allow false dichotomies in the field to be overcome and seemingly contradictory data in empirical reports to be better understood, thereby providing guidelines for future research. © John Benjamins Publishing Company},
	author_keywords = {Complex dynamic systems; Dynamic systems theory; Interpreting students; Interpreting training; Self-organization},
	correspondence_address = {Y. Dong; Bilingual Cognition and Development Lab, Center of Linguistics and Applied Linguistics, Guangdong University of Foreign Studies, Guangzhou, Baiyun Avenue, North #2, 510420, China; email: ypdong@gdufs.edu.cn},
	publisher = {John Benjamins Publishing Company},
	issn = {19322798},
	language = {English},
	abbrev_source_title = {Transl. Interpreting Stud.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 15}
}

@BOOK{Angelelli200623,
	author = {Angelelli, Claudia V.},
	title = {Designing curriculum for healthcare interpreting education: A principles approach},
	year = {2006},
	journal = {New Approaches to Interpreter Education},
	pages = {23 – 46},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84905129375&partnerID=40&md5=77fc28a13065d4f6325f5cf52a450c31},
	affiliations = {Department of Spanish and Portuguese, San Diego State University, San Diego, CA, United States},
	abstract = {IN A CLASSIC in work in pedagogy, Brown states that "by perceiving and internalizing connections between practice (choices made in the classroom) and theory (principles derived from research) teaching is likely to be enlightened" (emphasis in the original) (2001, 54). This statement can certainly be applied to the teaching of healthcare interpreting. Healthcare interpreting (sometimes also referred to as medical interpreting or included in the term community interpreting) has been the focus of various studies that have shed light on the complexities and challenges of this specific setting (Angelelli 2001, 2003, and 2004a; Bolden 2000, Cambridge 1999; Davidson 1998, 2000, and 2001; Metzger 1999; Prince 1986; Wadensjö 1995 and 1998). Interestingly, the research produced in this field is not reflected either in current programs that aim to train healthcare interpreters nor in professional associations intimately connected with them (e.g., Mount San Antonio College and The California Healthcare Interpreting Association, or Bridging the Gap and the Massachusetts Medical Interpreters Association).1 This lack of connection leads us to assume an unfortunate divorce between research and practice that exists not only at the level of the individual, but also at the level of the organization. The disconnect between research and practice to which Brown alerted us not only occurs in the teaching of healthcare interpreting, but also in programs that provide interpreter education in general. With a few exceptions, such as the University of North Texas Health Interpreting and Health Applied Linguistics master program, the curriculum of institutions granting master's degrees in interpreting in the United States mostly reflects the teaching of practice (Angelelli 2002).2 Acquisition and learning of interpreting competence are narrowly defined. Coursework gives students endless opportunities to practice basic skills such as note-taking or split attention without necessarily diving into the specifics of each of the interpreting settings in which they may perform. Most of the programs are based on models of conference interpreting and, in many cases, education is equated to the training of basic skills, representing a cognitive approach to interpreting. This may be explained by how interpreting entered academia in the first place. I have argued elsewhere (2004b) how the education of interpreters entered academia to satisfy a pragmatic need rather than to constitute a field of inquiry in its own right. In the early days (immediately after World War II), the education of interpreters was prompted by the need to ensure communication between speakers sharing similar socioeco-nomic status (i.e., heads of state, delegates of international organizations, or members of business communities). In the 1950s, the first university programs responded to the need for conference interpreting. Curricular decisions made at that time focused on the skills needed to perform a task rather than on the linkage between theory, research, and practice as applied to the communicative needs of speech communities who do not share the societal language. Because the training for conference interpreters represented the only academic training, many programs focusing on medical or community interpreting turned to these models for answers on how to design their curriculum. Since interpreting entered academia to meet a pragmatic need, rather than to become an object of study, research questions about practice, specifically in community and then medical settings, and the practitioners, which are essential to understand the underlying complexities of the interpreted communicative event (Angelelli 2000; Metzger 1999; Roy 2000; Wadensjö 1998), were deferred to the market need of practitioners. Logistical questions directed to conducting training took priority over questions that were designed to understand what a well-rounded education of interpreters may look like and how it would account for the differences in settings where interpreters work. For example, based on educators' personal experience and opinions, rather than on research, many programs that teach healthcare interpreting are reduced to teaching terminology related to the field. While it would be pointless to argue that this is not relevant, it is not sufficient and should definitely not drive the curriculum. A strong focus on terminology is like giving a student a fish instead of teaching him or her how to fish. Terminology and glossaries derive from ways of speaking in a contextualized setting. They need to be studied in this way and should not constitute the centerpiece of any curriculum. In the next section, I explore concepts on which a curriculum could be based. These concepts or components could be the general goals of a healthcare interpreting curriculum. © 2006 by Gallaudet University.},
	publisher = {Gallaudet University Press},
	isbn = {1563682974; 978-156368297-1},
	language = {English},
	abbrev_source_title = {New Approaches to Interpreter Educ.},
	type = {Book chapter},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 27}
}

@ARTICLE{Wang202115,
	author = {Wang, Weiwei},
	title = {Introducing China’s Standards of English Language Ability (CSE)—Interpreting Competence Scales},
	year = {2021},
	journal = {New Frontiers in Translation Studies},
	pages = {15 – 43},
	doi = {10.1007/978-981-15-8554-8_2},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104103935&doi=10.1007%2f978-981-15-8554-8_2&partnerID=40&md5=d922b329dd844b56e2d756ac52338a2b},
	affiliations = {School of Interpreting and Translation Studies, Guangdong University of Foreign Studies, Guangzhou, China},
	abstract = {With more than 500 undergraduate and postgraduate degree programs in translation and interpreting (T&I) being launched over the past decade, interpreter training and education has been developing rapidly in China. This creates a huge demand for testing and assessment of interpreting in the educational context. To provide reliable measurement of interpreting competence, a group of researchers have worked together since 2014 to develop a suite of interpreting competence scales as part of the national project entitled China’s Standards of English Language Ability (CSE) initiated by the Ministry of Education in China. In this chapter, we aim to introduce the CSE project, focusing on the development and validation of the interpreting competence scales. Specifically, we first conceptualize and define the construct of interpreting competence, drawing on both T&I and language testing literature. We then describe the design, development and validation of the CSE-Interpreting Competence Scales. Next, we elaborate on two scales, the Overall Interpreting Competence Scale and the Self-Assessment Scale, to help relevant stakeholders gain a better understanding of characteristics of the scales. Finally, we discuss possible applications of the scales in interpreting teaching, learning and assessment, and call for more empirical research on scale validation. © 2021, Springer Nature Singapore Pte Ltd.},
	author_keywords = {China’s standards of English; Design; Interpreting Competence Scales; Validation},
	correspondence_address = {W. Wang; School of Interpreting and Translation Studies, Guangdong University of Foreign Studies, Guangzhou, China; email: wangweiwei@gdufs.edu.cn},
	publisher = {Springer Science and Business Media Deutschland GmbH},
	issn = {21978689},
	language = {English},
	abbrev_source_title = {New Front. Transl. Stud.},
	type = {Book chapter},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 2}
}

@ARTICLE{Cai2015104,
	author = {Cai, Rendong and Dong, Yanping and Zhao, Nan and Lin, Jiexuan},
	title = {Factors contributing to individual differences in the development of consecutive interpreting competence for beginner student interpreters},
	year = {2015},
	journal = {Interpreter and Translator Trainer},
	volume = {9},
	number = {1},
	pages = {104 – 120},
	doi = {10.1080/1750399X.2015.1016279},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84937030069&doi=10.1080%2f1750399X.2015.1016279&partnerID=40&md5=464ab2b4b938477cd2ea7597f4fdbb28},
	affiliations = {School of English and Education, Guangdong University of Foreign Studies, Guangzhou, China; National Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies, Guangzhou, China; Faculty of English Language and Culture, Guangdong University of Foreign Studies, Guangzhou, China},
	abstract = {The present study investigates the role of memory skills (working memory and shortterm memory), second language (L2) proficiency, and lexical retrieval efficiency in the development of consecutive interpreting (CI) competence. Data from 61 beginner student interpreters (unbalanced Chinese-English bilinguals) indicate that only working memory and L2 proficiency measured at the beginning of interpreting training significantly correlate with CI performances measured at both the beginning and end of the training period. As for the development of CI competence, only L2 proficiency makes a significant contribution to accounting for the variance in CI performance after removing effects of prior CI skills. The data suggest that L2 proficiency is probably the most important predictor of the development of CI competence in unbalanced beginner student interpreters and that short-term memory and working memory may play different roles in CI performance. Implications for practice in interpreting training are briefly discussed. © 2015 Taylor & Francis.},
	author_keywords = {Consecutive interpreting development; Individual differences; Language proficiency; Lexical retrieval; Working memory},
	correspondence_address = {Y. Dong; National Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies, Guangzhou, China; email: ypdong@gdufs.edu.cn},
	publisher = {St. Jerome Publishing},
	issn = {1750399X},
	language = {English},
	abbrev_source_title = {Interpet Transl. Train.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 44}
}

@ARTICLE{Hsieh201343,
	author = {Hsieh, Kun-Ting and Dong, Da-Hui and Wang, Li-Yi},
	title = {A preliminary study of applying shadowing technique to English intonation instruction},
	year = {2013},
	journal = {Taiwan Journal of Linguistics},
	volume = {11},
	number = {2},
	pages = {43 – 66},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84880390806&partnerID=40&md5=b2579270ea864e7d31a98101cdf8fadf},
	affiliations = {School of Education (TESOL), The University of New South Wales, NSW 2052, High St. Sydney, Australia; Department of Translation and Interpretation Studies, Chang Jung Christian University, Gueiren Dist. Tainan City 71101, No. 1, Changrong University Rd., Taiwan; Office of Education Research, National Institute of Education, 637616, 1 Nanyang Walk, Singapore},
	abstract = {The current training techniques on English pronunciation put emphasis on isolated words or sentences, resulting in the lack of opportunities for EFL learners to practice intonation. It has been noted that the importance and necessity of intonation training have been undervalued, and empirical studies on developing second language (L2) intonation pedagogy are urgently needed. This preliminary study aims to find out whether shadowing technique from interpretation practice can be used to promote English intonation acquisition. Fourteen non-English major students from National Taiwan University (NTU) were recruited and divided into control and experimental groups. The result from a SPSS Independent Sample T-test revealed significant differences between the two groups in intonation, fluency, word pronunciation, and overall pronunciation. The paper ends with a discussion on the implication of applying interpreting skills to intonation training and directions for future research.},
	author_keywords = {EFL; Intonation; Pronunciation instruction; Shadowing technique},
	issn = {19942559},
	language = {English},
	abbrev_source_title = {Taiwan J. Linguist.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 19}
}

@ARTICLE{Su2021,
	author = {Su, Wenchao and Li, Defeng},
	title = {Exploring the effect of interpreting training: Eye-tracking English-Chinese sight interpreting},
	year = {2021},
	journal = {Lingua},
	volume = {256},
	doi = {10.1016/j.lingua.2021.103094},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104353767&doi=10.1016%2fj.lingua.2021.103094&partnerID=40&md5=ac80b5da34f9f0bd1e82892d6b9f623b},
	affiliations = {School of Interpreting and Translation Studies and Bilingual Cognition and Development Lab, Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies, China; Centre for Studies of Translation, Interpreting and Cognition, Faculty of Arts and Humanities, University of Macau, China},
	abstract = {The development of translation and interpreting competence and expertise is the outcome of, among other things, sustained formal training and deliberate practice. Many studies have attempted to examine the training effects on different aspects of cognitive processing and translation products, hoping that a good understanding of this issue will inform translation curricular innovations. Unfortunately, the results thereof have so far been inconsistent, thus hindering related curricular efforts. Intending to solve the problem, the present study utilized eye-tracking technology to gather empirical evidence to ascertain how training and experience affect student interpreters’ cognitive load, interpreting speed and output quality. To achieve this, beginner and advanced interpreting students were invited to perform unrehearsed L1 and L2 sight interpreting tasks between English and Chinese. The results show that the advanced students demonstrated both more efficient processing and better output quality than the beginners in the processing of entire texts and the problem trigger of low-frequency words (LFWs), but not complex noun phrases (CNPs). No greater training effect was found for the advanced students than for the beginner students in L1 translation, but both more efficient and better output were found for the former than for the latter group in the more challenging L2 translation. © 2021 Elsevier B.V.},
	author_keywords = {Cognitive processing; Eye tracking; Interpreting training; Output quality; Sight interpreting},
	correspondence_address = {D. Li; Centre for Studies of Translation, Interpreting and Cognition, E21-4077 Faculty of Arts and Humanities, University of Macau, Taipa, Avenida da Universidade, China; email: defengli@um.edu.mo},
	publisher = {Elsevier B.V.},
	issn = {00243841},
	language = {English},
	abbrev_source_title = {Lingua},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 2}
}

@ARTICLE{Hlavac2022111,
	author = {Hlavac, Jim and Harrison, Claire and Saunders, Bernadette},
	title = {Interprofessional education in interpreter training},
	year = {2022},
	journal = {Interpreting},
	volume = {24},
	number = {1},
	pages = {111 – 139},
	doi = {10.1075/intp.00072.hla},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127275024&doi=10.1075%2fintp.00072.hla&partnerID=40&md5=d9a22ac28653e028aa9ed5b07f9bdecf},
	affiliations = {Monash University},
	abstract = {Interpreters work with clients from many professions and in different contexts and settings. A facilitator of interpreters’ ability to provide an optimal interlingual transfer of another’s speech or signing is possessing knowledge of other professionals’ perspectives and goals. Interprofessional education is a teaching or learning method that includes learning activities in which trainees from two or more disciplines interact with each other in real or simulated settings. This article reports on the participation of interpreting students in interprofessional education with medical and social work students over a three-year period. Responses were obtained from 109 interpreting students across four medicine–interpreting and three social work–interpreting sessions relating to their perception of the roles of the other student groups pre- and post-intervention and how best to work with each group. Thematic analysis of the data revealed that pre-intervention knowledge of the doctors’ work was significant while knowledge about social work was varied; there were high levels of agreement that knowledge of the other group had increased post-intervention; future intentions were related to greater awareness of a briefing, applying knowledge of the relevant genre of spoken interaction, the need for the allophone interlocutors to establish rapport with each other, and awareness of source speakers’ tone and intent in addition to form and content. © John Benjamins Publishing Company.},
	author_keywords = {Interpreter education; Interprofessional education; Medical interpreting; Medical training; Public service interpreting; Social work training},
	correspondence_address = {J. Hlavac; School of Languages, Literatures, Cultures and Linguistics Faculty of Arts, Caulfield Campus, Monash University, Caulfield East, 3145, Australia; email: jim.hlavac@monash.edu},
	publisher = {John Benjamins Publishing Company},
	issn = {13846647},
	language = {English},
	abbrev_source_title = {Interpreting},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@ARTICLE{Ivars2014167,
	author = {Ivars, Amparo Jiménez and Catalayudb, Daniel Pinazo and Forés, Marta Ruiz I},
	title = {Self-efficacy and language proficiency in interpreter trainees},
	year = {2014},
	journal = {Interpreter and Translator Trainer},
	volume = {8},
	number = {2},
	pages = {167 – 182},
	doi = {10.1080/1750399X.2014.908552},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84923260440&doi=10.1080%2f1750399X.2014.908552&partnerID=40&md5=e6e9c08831cbd623cee53778e66e3ff5},
	affiliations = {Departament de Traducció I Comunicació, Universitat Jaume I, Campus de Riu Sec, Castelló de la Plana, E-12071, Spain; Departament de Psicologia Evolutiva Educativa, Social i Metodologia, Universitat Jaume I, Campus de Riu Sec, Castelló de la Plana, E-12071, Spain},
	abstract = {The aim of this paper is to empirically assess the impact of self-efficacy on the performance of trainee interpreters with different degrees of second-language competence. Self-efficacy, as understood by Bandura, is defined as people's beliefs about their capabilities to produce designated levels of performance. This article begins by presenting an overview of this psychological construct and highlighting the difference between general self-efficacy and specific self-efficacy. Second, it reviews the literature on self-efficacy and its relation to performance, as well as the relationship between the process of second-language acquisition and the process of interpreting skills acquisition. Interpreting tasks performed by students with low linguistic competence in their B language are compared with the output of trainee interpreters with high linguistic competence, after their specific self-efficacy expectations are measured. A sample of 281 interpreting trainees was used for this study. Results show that selfefficacy is relevant when predicting performance only in trainees with high linguistic competence, and not relevant for trainees with low linguistic competence. However, high linguistic competence trainees lacking self-efficacy offer poorer interpretation renderings. Implications for teaching are discussed. © 2014 Taylor & Francis.},
	author_keywords = {Interpreter training; Interpreting; Performance; Second-language competence; Self-efficacy},
	publisher = {St. Jerome Publishing},
	issn = {1750399X},
	language = {English},
	abbrev_source_title = {Interpet Transl. Train.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 21}
}

@ARTICLE{Wen2019769,
	author = {Wen, Hao and Dong, Yanping},
	title = {How does interpreting experience enhance working memory and short-term memory: A meta-analysis},
	year = {2019},
	journal = {Journal of Cognitive Psychology},
	volume = {31},
	number = {8},
	pages = {769 – 784},
	doi = {10.1080/20445911.2019.1674857},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074586729&doi=10.1080%2f20445911.2019.1674857&partnerID=40&md5=226fe426c73ec1935fffd9bd6c5dbb85},
	affiliations = {School of English Language and Culture, Guangdong University of Foreign Studies, Guangzhou, China; Department of Linguistics, School of International Studies, Zhejiang University, Hangzhou, China},
	abstract = {The language task of interpreting is demanding in memory, and interpreters are assumed to be better in short-term memory (STM) and working memory (WM) than matched bilingual controls. However, apart from consistent evidence supporting such an interpreter advantage in updating, there is no consensus in the literature regarding the existence of an interpreter advantage in memory spans. To solve the issue, the present meta-analysis synthesised 45 effect sizes from 10 primary studies, and found evidence supporting an interpreter advantage in both WM and STM spans. Such an advantage was more expressed in verbal memory tasks than in numerical/letter and spatial tasks, although the moderating effect was not statistically significant. Moreover, the level of interpreter expertise significantly moderated the presence of such an advantage, with no advantage for beginner interpreters and no difference in the advantage between intermediate and expert interpreters. Implications for interpreting training and bilingual advantages are discussed. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.},
	author_keywords = {Interpreter advantage; multi-level meta-analysis; short-term memory; working memory},
	keywords = {article; effect size; human; human experiment; meta analysis; short term memory; verbal memory test; working memory},
	correspondence_address = {Y. Dong; Department of Linguistics, School of International Studies, Zhejiang University, Hangzhou, China; email: ypdong@zju.edu.cn},
	publisher = {Taylor and Francis Inc.},
	issn = {20445911},
	language = {English},
	abbrev_source_title = {J. Cogn. Psychol.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 24}
}

@ARTICLE{Ünlü201878,
	author = {Ünlü, Elena Antonova and Şimşek, Çiğdem Sağın},
	title = {Testing the impact of formal interpreting training on working memory capacity: Evidence from Turkish–English students–interpreters},
	year = {2018},
	journal = {Lingua},
	volume = {209},
	pages = {78 – 88},
	doi = {10.1016/j.lingua.2018.04.003},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85046129804&doi=10.1016%2fj.lingua.2018.04.003&partnerID=40&md5=0510c9efde3f59dd7b0d3a6962c43a24},
	affiliations = {Hacettepe University, Ankara, Turkey; Middle East Technical University, Ankara, Turkey},
	abstract = {The article presents two studies examining the impact of formal interpreting training (FIT) on Working Memory Capacity (WMC) of student–interpreters. In Study 1, we compared the storage and processing WMCs of last-year student–interpreters with the storage and processing WMCs of first-year student–interpreters and last-year Foreign Language Education (FLE) students. In Study 2, we examined the impact of FIT on the WMC of students–interpreters via comparing their results on the WM tasks at the beginning and at the end of their FIT. In both studies, Digit Span Task (DST) and Reading Span Task (RST) were utilized to test storage and processing WMCs. The results of Study 1 revealed that the last-year student–interpreters performed better than the first-year students–interpreters and the last-year FLE students on the RST, but not on the DST. The findings of Study 2 were consistent with Study 1 showing that after FIT, the student–interpreters performed better on the RST but not on the DST. Our findings can be considered as evidence supporting the view that FIT had a beneficial effect not only on the interpreting skills of student–interpreters but also on the central executive and processing capacity of their WM. © 2018 Elsevier B.V.},
	author_keywords = {Cross-sectional study; Formal interpreting training; Longitudinal study; Students–interpreters; Working memory capacity},
	correspondence_address = {E.A. Ünlü; Hacettepe University, Ankara, Turkey; email: elenaunlu@gmail.com},
	publisher = {Elsevier B.V.},
	issn = {00243841},
	language = {English},
	abbrev_source_title = {Lingua},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 7}
}

@ARTICLE{Bale201327,
	author = {Bale, Richard},
	title = {Undergraduate consecutive interpreting and lexical knowledge},
	year = {2013},
	journal = {Interpreter and Translator Trainer},
	volume = {7},
	number = {1},
	pages = {27 – 50},
	doi = {10.1080/13556509.2013.10798842},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84875392935&doi=10.1080%2f13556509.2013.10798842&partnerID=40&md5=af70eafdc3fd799a068ec8d4666cee78},
	affiliations = {University of Surrey, Surrey, United Kingdom},
	abstract = {With a decreasing number of students enrolling on undergraduate courses in foreign languages in the UK, universities have a smaller pool of students from which to recruit. Many of these applicants come with poor foreign language skills. These weaknesses, which are prevalent in formal spoken registers, are particularly noticeable in those degree programmes containing interpreting modules - for these require a high level of competence in the students' foreign language(s) as well as their mother tongue. This paper suggests that undergraduate interpreter training should address both the need to acquire interpreting skills and to enhance students' foreign language competence. It reports on the findings from an empirical case study based on the BACKBONE corpus. Over a six-week period, eight English and German native speakers used corpus-based exercises to practise interpreting and to learn terminology related to education. Students' interpreting competence and lexical knowledge were tested at the start and end of the study. The findings indicate that those who engaged more with the materials made greater improvements in lexical knowledge in both the terminology and interpreting tests. © St. Jerome Publishing, Manchester.},
	author_keywords = {BACKBONE corpus; Lexical knowledge; Spoken multimedia corpora; Undergraduate interpreter training},
	publisher = {St. Jerome Publishing},
	issn = {1750399X},
	language = {English},
	abbrev_source_title = {Interpet Transl. Train.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 13}
}

@ARTICLE{Gambrell2021127,
	author = {Gambrell, Simoné and Lesch, Harold M.},
	title = {Interpreter training: Devising a model for aptitude testing for simultaneous interpreters},
	year = {2021},
	journal = {Stellenbosch Papers in Linguistics Plus},
	volume = {61},
	pages = {127 – 149},
	doi = {10.5842/61-0-921},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109285124&doi=10.5842%2f61-0-921&partnerID=40&md5=3c58c72dc3ae0623ca9c8e0eeb4209c1},
	affiliations = {Department of Afrikaans and Dutch, Stellenbosch University, South Africa},
	abstract = {The proper selection and training of simultaneous interpreting candidates would ensure that they meet all essential requirements and are fully prepared to face any professional assignment they might encounter. Aptitude tests for entrance to training courses may be a step on the path to improving interpreting quality and strengthening the professionalisation of the field. As a result, this study aimed to design a comprehensive, custom-made aptitude test for simultaneous interpreting relevant for the South African context. A further aim for this test was for it to be used in practice to differentiate between those students who have the ability to succeed as interpreters and those who do not, in order to ultimately improve the quality of the professional field of interpreting. This aim was accomplished through a qualitative research design. First, a review was conducted on the available literature on interpreter aptitude testing. Further analysis showed that only eight of these tests had been proven to reliably predict aptitude for interpreting. Second, online surveys and in-person, semi-structured interviews were utilised to gather the opinions of interpreter trainers and potential interpreting students. The trainers were asked, among other questions, which cognitive and personality traits they would wish to test for in prospective students. The students were also asked, among other questions, to rate on a Likert scale their confidence in successfully completing the different available aptitude tests. Through this data, it was found that there is a need for aptitude testing for the training of simultaneous interpreting students in South Africa, and that both trainers and students advocated for its use. Moreover, it was possible to determine the most effective aptitude tests from among those that are available and, furthermore, those that would be easy to administer and complete. © 2021 The authors.},
	author_keywords = {Aptitude test; Introductory course; Language ability; Screening students; Training},
	publisher = {Department of General Linguistics, Stellenbosch University},
	issn = {1726541X},
	language = {English},
	abbrev_source_title = {Stellenbosch Papers  Ling. Plus},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 3; All Open Access, Gold Open Access, Green Open Access}
}

@BOOK{Skaaden201474,
	author = {Skaaden, Hanne and Wattne, Maria},
	title = {Teaching interpreting in cyberspace: The answer to all our prayers?},
	year = {2014},
	journal = {Interpreting and Translating in Public Service Settings: Policy, Practice, Pedagogy},
	pages = {74 – 88},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079206924&partnerID=40&md5=4086a22b01dce5edf4809351498daad6},
	affiliations = {Department of Interpreting Studies, Oslo University College, Norway; Norwegian Union of Municipal and General Workers (Fagforbundet), Norway},
	abstract = {An internet-based course on public sector interpreting was developed and tested by the authors for the University of Oslo and the Norwegian Directorate of Immigration in 2004. A mixed-gender group of 116 students (the majority of whom were immigrants) attended the online course, in which 13 working languages (including Norwegian as the common denominator) were represented. Drawing on this experience, the authors critically discuss both the advantages and the challenges of taking the interpreting student into the cyber-classroom, and illustrate that interpreting competencies and subject-specific knowledge can be successfully acquired in cyberspace. The pedagogical approach is inspired by experiential learning theory (Kolb 1984, cf. Boyatzis et al. 1995). Taking the importance of interpreter training as a starting point and using examples from the cyber-learning environment created for the course, the authors demonstrate the applicability of this pedagogical approach to the instruction of interpreters in general and its relevance in the context of an online-based approach in particular. © Raquel de Pedro Ricoy, Isabelle A. Perez and Christine W. L. Wilson 2009.},
	publisher = {Taylor and Francis},
	isbn = {978-131576023-0; 978-190576316-0},
	language = {English},
	abbrev_source_title = {Interpret. and Transl. in Public Serv. Settings: Policy, Pract., Pedagog.},
	type = {Book chapter},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 15}
}

@ARTICLE{Van Dijk2012340,
	author = {Van Dijk, Rick and Christoffels, Ingrid and Postma, Albert and Hermans, Daan},
	title = {The relation between the working memory skills of sign language interpreters and the quality of their interpretations},
	year = {2012},
	journal = {Bilingualism},
	volume = {15},
	number = {2},
	pages = {340 – 350},
	doi = {10.1017/S1366728911000198},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84858818734&doi=10.1017%2fS1366728911000198&partnerID=40&md5=46bd7d7f8393fbec7736cab404cf3ef2},
	affiliations = {Helmholtz Institute, Department of Experimental Psychology, Utrecht University, Utrecht, Netherlands; University of Applied Sciences, Utrecht, Netherlands; Leiden Institute of Brain and Cognition, Department of Psychology, Leiden University, Netherlands; Royal Dutch Kentalis Sint Michielsgestel and Behavioural Science Institute, Radboud University Nijmegen, Netherlands},
	abstract = {In two experiments we investigated the relationship between the working memory skills of sign language interpreters and the quality of their interpretations. In Experiment 1, we found that scores on 3-back tasks with signs and words were not related to the quality of interpreted narratives. In Experiment 2, we found that memory span scores for words and signs under oral articulatory suppression were related to the quality of interpreted narratives. We argue that the insensitivity to articulatory suppression in memory span tasks reflects the interpreters' ability to bind information from multiple sources in episodic memory. This enhanced ability leads to less reliance on the retention of information from the source language in memory during interpreting, and will positively affect the quality of interpretations (Padilla, Bajo & Macizo, 2005). Finally, in contrast to previous studies on the memory spans for signs and words (Hall & Bavelier, 2010), we found that the memory spans scores for spoken words and signs were equally large. We argue that the use of a large set of phonologically complex stimuli in the present study may have stimulated participants to use a speech-based code to store and retain the signs in short-term memory. © Cambridge University Press 2011.},
	author_keywords = {quality of interpretations; sign language interpreters; working memory skills},
	correspondence_address = {R. Van Dijk; Helmholtz Institute, Department of Experimental Psychology, Utrecht University, Utrecht, Netherlands; email: rick.vandijk@hu.nl},
	issn = {14691841},
	language = {English},
	abbrev_source_title = {Bilingualism},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 15}
}

@ARTICLE{Yenkimaleki2023227,
	author = {Yenkimaleki, Mahmood and van Heuven, Vincent J.},
	title = {Objective Assessment of Students’ Interpreting Performance: An Experimental Study},
	year = {2023},
	journal = {Teaching English Language},
	volume = {17},
	number = {1},
	pages = {227 – 265},
	doi = {10.22132/TEL.2022.164846},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85166208796&doi=10.22132%2fTEL.2022.164846&partnerID=40&md5=de6800c14b18f4274fb110ed8335e8e5},
	affiliations = {Nahavand Higher Education Complex, Bu-Ali Sina University, Iran; Leiden University, The Netherlands University of Pannonia, Hungary},
	abstract = {The traditional metric of interpreting quality is a score given by human professional judges focusing on the interpreters’ performance. However, there is a poor agreement on what constitutes an acceptable interpretation. This study investigates the objective assessment of interpreter trainees’ performance. Two groups of 15 student interpreters were formed. Participants were assigned to groups at random, but with equal division between genders (seven males in each group). The control group was taught interpreting skills by the routine curriculum, while the experimental group spent part of the time instead on theoretical explanation and practical exercises emphasizing prosodic differences between Persian and English. Three raters assessed the quality of the interpreter trainees’ performance in a post-test. Then the interpreting performance of the students was assessed objectively through Praat software. The results show that the intersubjective ratings of the students’ interpreting performance can be adequately predicted from objective measures through multiple linear regression. These results have implications for designers of curricula for training interpreters, and material producers in interpreting education. © 2023 – Published by Teaching English Language and Literature Society of Iran.},
	author_keywords = {Assessment in Interpreting Performance; Interpreting Performance; Objective Correlates; Prosody Teaching},
	correspondence_address = {M. Yenkimaleki; Nahavand Higher Education Complex, Bu-Ali Sina University, Iran; email: m.yenkimaleki@basu.ac.ir},
	publisher = {Teaching English Language and Literature Society of Iran (TELLSI)},
	issn = {25385488},
	language = {English},
	abbrev_source_title = {Teach. Engl. Lang.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@ARTICLE{Chan2013358,
	author = {Chan, Clara Ho-Yan},
	title = {From self-interpreting to real interpreting: A new web-based exercise to launch effective interpreting training},
	year = {2013},
	journal = {Perspectives: Studies in Translatology},
	volume = {21},
	number = {3},
	pages = {358 – 377},
	doi = {10.1080/0907676X.2012.657654},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84882678336&doi=10.1080%2f0907676X.2012.657654&partnerID=40&md5=569c18b94c18bfe18214cbe1eb30252f},
	affiliations = {Department of Chinese, Translation and Linguistics, City University of Hong Kong, Hong Kong},
	abstract = {This paper reports on an e-learning project that makes use of a new method of training first-year interpreting students. The bilingual journal, a daily recording of Chinese and English 'self-talking' on the education platform 'Blackboard', proves to be an effective tool for developing the qualities required of a competent interpreter, namely good knowledge, language, and interpreting skills. The Blackboard system used in the project can enhance the learning experience by adding the elements of peer review and self-reflection, which also serve as evidence that the training outcomes have been achieved. It is believed that the use of the 'monologue' can implant the necessary language, confidence, and tactics in students, bringing them to full engagement with more advanced interpreting training in consecutive mode, simultaneous mode, and so on. © 2013 Taylor and Francis Group, LLC.},
	author_keywords = {Blackboard; e-learning; interpreting training; oral bilingual journal},
	correspondence_address = {C. H.-Y. Chan; Department of Chinese, Translation and Linguistics, City University of Hong Kong, Hong Kong; email: chychan@cityu.edu.hk},
	issn = {0907676X},
	language = {English},
	abbrev_source_title = {Perspect. Stud. Transl.},
	type = {Review},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 8}
}

@ARTICLE{Słowik2022,
	author = {Słowik, Olga},
	title = {Becoming a Czech literature translator in Poland: the role of trust},
	year = {2022},
	journal = {Perspectives: Studies in Translation Theory and Practice},
	doi = {10.1080/0907676X.2022.2119875},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138390909&doi=10.1080%2f0907676X.2022.2119875&partnerID=40&md5=ea486a3442266166fa653e27d01b12e9},
	affiliations = {Czech Academy of Sciences, Institute of Czech Literature, Praha, Czech Republic},
	abstract = {This study examines the situation of emerging Polish translators of Czech literature who debuted between 1975 and 2017. In this context, it explores the notion of trust. Focusing on the early stages of these translators’ careers, I trace how trust in their skills was built at the interpersonal, institutional and cultural (regime-enacted) levels. To this end, I present the results of 19 semi-structured interviews with–or personalised surveys completed by–Polish translators of Czech literature. What emerges consistently over this period is the significance of interpersonal trust. Nevertheless, this type of trust had to be reinforced by the respondents’ professional skills. As such, interpersonal trust went together with certain aspects of regime-enacted trust. When applying for official roles in the 1970s and 1980s and into the 2000s, the respondents had to prove their experience in editing/proofreading or translating. In the last decade the focus has been on translation/interpreting skills and institutional affiliation. This change reflects the ongoing professionalisation of publishing industry roles. In the case of poetry translation, trust is also based on another regime-endorsed attribute: the ability to write poems oneself . © 2022 Informa UK Limited, trading as Taylor & Francis Group.},
	author_keywords = {Czech-to-Polish translation; Literary translation; Polish translators; sociology of translation; trust},
	correspondence_address = {O. Słowik; Czech Academy of Sciences, Institute of Czech Literature, Praha, Czech Republic; email: slowik@ucl.cas.cz},
	publisher = {Taylor and Francis Ltd.},
	issn = {0907676X},
	language = {English},
	abbrev_source_title = {Perspect. Stud. Transl.},
	type = {Article},
	publication_stage = {Article in press},
	source = {Scopus},
	note = {Cited by: 1}
}

@ARTICLE{Köpke20061,
	author = {Köpke, Barbara and Nespoulous, Jean-Luc},
	title = {Working memory performance in expert and novice interpreters},
	year = {2006},
	journal = {Interpreting},
	volume = {8},
	number = {1},
	pages = {1 – 23},
	doi = {10.1075/intp.8.1.02kop},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-34248697234&doi=10.1075%2fintp.8.1.02kop&partnerID=40&md5=958b042974c38345a598190e8277961f},
	affiliations = {Université de Toulouse-Le Mirail},
	abstract = {Simultaneous interpreting is generally assumed to be particularly demanding with respect to cognitive resources such as attention and working memory, which are thought to gradually increase with professional practice. Experimental data to corroborate this assumption is still rather sparse, however. Here we report an in-depth investigation of working memory capacity among 21 professional interpreters (experts), 18 second-year interpreting students (novices) and two control groups (20 multilinguals and 20 students). Tests involved either short-term retention alone; short-term retention and processing in a recall task with articulatory suppression, a listening span task, and a category and rhyme probe task; or attention alone in a unilingual and bilingual Stroop test. No between-group differences in simple span tasks and the Stroop test were found. Significant group effects were observed in free recall with articulatory suppression, in the category probe task and in the listening span task. The best performance was always produced by the novice interpreters rather than by the experts. These findings are discussed in relation to (a) the novice-expert distinction and the role of working memory in the development of interpreting skills, and (b) the nature of the task and possible strategies involved. © John Benjamins Publishing Company.},
	author_keywords = {Capacity view; Expertise; Phonological short-term memory; Semantic short-term memory; Simultaneous interpreting; Skill development; Working memory},
	issn = {1569982X},
	language = {English},
	abbrev_source_title = {Interpreting},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 105; All Open Access, Green Open Access}
}

@ARTICLE{Zhao2023,
	author = {Zhao, Nan},
	title = {A validation study of a consecutive interpreting test using many-facet Rasch analysis},
	year = {2023},
	journal = {Frontiers in Communication},
	volume = {7},
	doi = {10.3389/fcomm.2022.1047389},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148070264&doi=10.3389%2ffcomm.2022.1047389&partnerID=40&md5=b5a52f5103404435293117c22a1a6979},
	affiliations = {Department of Translation, Interpreting and Intercultural Studies, Hong Kong Baptist University, Kowloon, Hong Kong},
	abstract = {Validation is the process of conducting a validity study on a test, gathering evidence to support inferences made based on test scores. Using many-facet Rasch analysis this paper validates the result of a consecutive interpreting test from four aspects: rating scale, raters, examinees and interpreting tasks. The study also identifies factors that affect the test results through bias analysis. The results of this analysis show that: (1) this analytical rating scale and task design can effectively reflect the examinees' interpreting competence, thus making it suitable for validating interpreting assessments; (2) one of the sub-scales: interpreting skills and manners, has a slightly negative effect on the overall validity of the assessment, making further revision on this sub-scale desirable. Copyright © 2023 Zhao.},
	author_keywords = {analytic rating scale; consecutive interpreting; interpreting assessment; many-facet Rasch analysis; validity},
	correspondence_address = {N. Zhao; Department of Translation, Interpreting and Intercultural Studies, Hong Kong Baptist University, Kowloon, Hong Kong; email: nanzhao@hkbu.edu.hk},
	publisher = {Frontiers Media S.A.},
	issn = {2297900X},
	language = {English},
	abbrev_source_title = {Front. Commun.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; All Open Access, Gold Open Access}
}

@BOOK{Mizuno2018207,
	author = {Mizuno, Makiko},
	title = {Linguistic Study of Court Interpreting in Lay Judge Trials in Japan},
	year = {2018},
	journal = {International Perspectives on Translation, Education and Innovation in Japanese and Korean Societies},
	pages = {207 – 222},
	doi = {10.1007/978-3-319-68434-5_14},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078458926&doi=10.1007%2f978-3-319-68434-5_14&partnerID=40&md5=d99ebb3db373c8216e623eca9348a5eb},
	affiliations = {Kinjo Gakuin University, Nagoya, Japan},
	abstract = {In Japan, the increase of immigrant workers who do not speak Japanese is a relatively new phenomenon and the government is not yet fully prepared to cope with the resulting communication problems. Language services such as interpreting and translation for non-Japanese-speaking residents have been made available, often on an ad hoc basis. There is no well-developed public certification system nor systematic training programs for so-called “community interpreters.” This article mainly discusses current issues of court interpreting which is one of the most important areas of community interpreting and research findings of recent years, with a special focus on the lay judge system introduced in 2009. There have been several interpreter-mediated court cases in which accuracy of interpreting became an issue. Most such problems are due to the poor interpreting skills of some court interpreters and the lack of a proper screening system and adequate training programs. Recent linguistic studies based on court experiments have revealed that court interpreters’ renditions influence the formation of impressions by and decision-making of lay judges. An example of such findings is that if the interpreter chooses words which have more incriminating connotations, lay judges tend to perceive the defendant as more blameworthy. Court interpreters can affect legal proceedings in many ways, even when they make no obvious mistranslation in meaning. These kinds of data-driven linguistic studies can elucidate realities in terms of the impact of interpreting, which can lead to better awareness toward quality control in various areas of community interpreting. © Springer International Publishing AG 2018.},
	author_keywords = {court interpreting; Japanese language; Japanese legal system; law; lay judges},
	correspondence_address = {M. Mizuno; Kinjo Gakuin University, Nagoya, Japan; email: m-mizuno@kinjo-u.ac.jp},
	publisher = {Springer International Publishing},
	isbn = {978-331968434-5; 978-331968432-1},
	language = {English},
	abbrev_source_title = {International Perspectives on Translation, Education and Innovation in Japanese and Korean Societies},
	type = {Book chapter},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 1}
}

@ARTICLE{Berk-Seligson201129,
	author = {Berk-Seligson, Susan},
	title = {Negotiation and communicative accommodation in bilingual police interrogations: A critical interactional sociolinguistic perspective},
	year = {2011},
	journal = {International Journal of the Sociology of Language},
	number = {207},
	pages = {29 – 58},
	doi = {10.1515/IJSL.2011.002},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-79952209773&doi=10.1515%2fIJSL.2011.002&partnerID=40&md5=642a43c936b4d3812e304ea6d953693b},
	affiliations = {Vanderbilt University, United States},
	abstract = {When geographically displaced persons who have limited proficiency in English undergo custodial interrogations in police stations in the USA, they are not necessarily guaranteed the services of professional interpreters. In fact, research shows a growing trend toward the use of police officers as interpreters at such interrogations. This trend is viewed as problematic for several reasons: police interpreters are unfamiliar with judicial norms requiring neutrality and impartiality toward those for whom they conduct interpreting; they frequently shift footing out of interpreter role into police detective interrogator mode; they may be unqualified to perform interpreting either because they lack the necessary interpreting skills or because their proficiency in the second language (L2) is not sufficiently high as to perform interpreting adequately. A microanalysis of the custodial interrogations of three Latino young men accused of serious crimes demonstrates that when both the detainee and the police interpreter have insufficient proficiency in L2, the outcome is negotiation and communicative accommodation; however, such efforts aimed at communicating successfully are made primarily by the interlocutor who has less power in the interaction, the detainee. Even when both interlocutors are fluent bilinguals, the outcome is adversative for the detainee: unable to perform both interrogator and interpreter roles simultaneously, the police detective imposes pressure on the suspect to answer questions in English, despite the suspect's repeated efforts to switch to Spanish. © 2011 Walter de Gruyter GmbH & Co. KG.},
	author_keywords = {code-switching; communicative accommodation; Latino; negotiation for meaning; police interrogation; Spanish},
	correspondence_address = {S. Berk-Seligson; Vanderbilt University, United States; email: susan.berk-seligson@vanderbilt.edu},
	issn = {16133668},
	language = {English},
	abbrev_source_title = {Intern. J. Sociol. Lang.},
	type = {Review},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 22}
}

@ARTICLE{Lee201462,
	author = {Lee, Jieun},
	title = {A pressing need for the reform of interpreting service in asylum settings: A case study of asylum appeal hearings in South Korea},
	year = {2014},
	journal = {Journal of Refugee Studies},
	volume = {27},
	number = {1},
	pages = {62 – 81},
	doi = {10.1093/jrs/fet007},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84896081154&doi=10.1093%2fjrs%2ffet007&partnerID=40&md5=a223a0687e2c2e074e02049e31edb518},
	affiliations = {Graduate School of Translation and Interpretation, Ewha Womans University, South Korea},
	abstract = {Inadequate interpreting services for asylum seekers in South Korea have been criticized by human rights lawyers and refugee-related NGOs, but to date problems have not been subject to scholarly investigation by researchers. This article, which is based on the analysis of the discourse of court interpreting and courtroom observation, is the first attempt to examine the quality of interpreting during asylum appeal hearings in South Korea. In the absence of a legal interpreter training and accreditation programme, as this article demonstrates, ad hoc interpreting provided by untrained and unskilled interpreters often deviates from the norms of legal interpreting. Because of the lack of interpreting skills, interpreters often fail to provide accurate renditions of original utterances. Furthermore, being unfamiliar with the role of the interpreter in such legal settings, they frequently intervene to have sub-dialogues with witnesses and applicants and even influence the testimony by assuming the role of an advocate. Based on such findings, this article argues for the improvement in the quality of interpreting at asylum hearings through interpreter training and professionalization. © The Author 2013. Published by Oxford University Press.All rights reserved.},
	author_keywords = {Asylum seekers; Interpreter's role; Interpreting; Professionalization; Quality},
	keywords = {South Korea; asylum seeker; language; refugee; training},
	correspondence_address = {J. Lee; Graduate School of Translation and Interpretation, Ewha Womans University, South Korea; email: jieun.lee@ewha.ac.kr},
	publisher = {Oxford University Press},
	issn = {09516328},
	language = {English},
	abbrev_source_title = {J. Refugee Stud.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 12}
}

@ARTICLE{Gómez2023125,
	author = {Gómez, Coral Ivy Hunt},
	title = {Insults, offensive language, and taboo words in court interpreting in Spain: A corpus study of interpreted renditions by higher education students},
	year = {2023},
	journal = {Translation and Interpreting},
	volume = {15},
	number = {2},
	pages = {125 – 141},
	doi = {10.12807/ti.115202.2023.a08},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85167962187&doi=10.12807%2fti.115202.2023.a08&partnerID=40&md5=f4cd02fa8ef837c5d6e260f14abeb208},
	affiliations = {Universidad de Sevilla, Sevilla, Spain},
	abstract = {The court interpreter's performance is integral to ensuring a fair trial. When dealing with insults, offensive language, and taboo words it is especially important to interpret renditions accurately and completely, as uttered insults or other expressions of verbal violence may be considered an aggravating factor of an offence, or they may in themselves constitute the offence of defamation [injuria] or defamatory allegation of a criminal offence [calumnia] under the Spanish Criminal Code. An experimental study was carried out in order to test the hypothesis that students with a good language and interpreting skills are unable to interpret this type of rendition in a court setting. A corpus was created compiling the renditions of 46 higher education students while they did the interpreting exercises from a collection of specific teaching materials based on the use of audiovisual recordings of real criminal trials (Hunt-Gomez, 2013). There were 123 renditions per student, with a total number of 5,658 renditions, of which only those containing insults, offensive language, or taboo words were analysed, transcribed, and categorised according to the student's ability to convey meaning and to express the intensity of the original message. Results showed that dealing with impolite or taboo language was an added difficulty for students, despite their command of both their working languages and interpreting techniques. Consequently, interpreting training should include specific exercises in order to trigger students to produce a pragmatic equivalent when dealing with these types of renditions so that future interpreters are equipped with the appropriate strategies when faced with real-life situations. © 2023 University of Western Sydneys. All rights reserved.},
	author_keywords = {court interpreting; Interpreter training; profanity; Spain; taboo language},
	correspondence_address = {C.I.H. Gómez; Universidad de Sevilla, Sevilla, Spain; email: coralhuntg@us.es},
	publisher = {University of Western Sydneys},
	issn = {18369324},
	language = {English},
	abbrev_source_title = {Transl. Interpreting},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; All Open Access, Gold Open Access}
}

@ARTICLE{Szarkowska2018207,
	author = {Szarkowska, Agnieszka and Krejtz, Krzysztof and Dutka, Łukasz and Pilipczuk, Olga},
	title = {Are interpreters better respeakers?},
	year = {2018},
	journal = {Interpreter and Translator Trainer},
	volume = {12},
	number = {2},
	pages = {207 – 226},
	doi = {10.1080/1750399X.2018.1465679},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85046024255&doi=10.1080%2f1750399X.2018.1465679&partnerID=40&md5=027124210aeff34433ab12afdc2880db},
	affiliations = {Institute of Applied Linguistics, University of Warsaw, Warsaw, Poland; Centre for Translation Studies, University College London, London, United Kingdom; Department of Psychology, SWPS University of Social Sciences and Humanities, Warsaw, Poland},
	abstract = {In this study, we examined whether interpreters and interpreting trainees are better predisposed to respeaking than people with no interpreting skills. We tested 57 participants (22 interpreters, 23 translators and 12 controls) while respeaking 5-minute videos with two parameters: speech rate (fast/slow) and number of speakers (one/many). Having measured the quality of the respeaking performance using two independent methods: the NER model and rating, we found that interpreters consistently achieved higher scores than the other two groups. The findings are discussed in the context of transfer of skills, expert performance and respeaking training. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.},
	author_keywords = {audiovisual translation; competence; NER; interpreting; live subtitling; Respeaking},
	correspondence_address = {A. Szarkowska; Institute of Applied Linguistics, University of Warsaw, Warsaw, Poland; email: a.szarkowska@uw.edu.pl},
	publisher = {Taylor and Francis Ltd.},
	issn = {1750399X},
	language = {English},
	abbrev_source_title = {Interpet Transl. Train.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 8; All Open Access, Green Open Access}
}

@ARTICLE{Cai2023246,
	author = {Cai, Rendong and Lin, Jiexuan and Dong, Yanping},
	title = {Psychological factors and interpreting competence in interpreting students: a developmental study},
	year = {2023},
	journal = {Interpreter and Translator Trainer},
	volume = {17},
	number = {2},
	pages = {246 – 263},
	doi = {10.1080/1750399X.2023.2182590},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85149310282&doi=10.1080%2f1750399X.2023.2182590&partnerID=40&md5=36f1aa8f23ad805ec0d7ff50533f5f59},
	affiliations = {Bilingual Cognition and Development Lab, Centre for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies, Guangzhou, China; Language Processing and Development Lab, School of International Studies, Zhejiang University, Hangzhou, China},
	abstract = {Psychological factors may play an important role in interpreting performance and its development during training; meanwhile, the development of interpreting competence may influence psychological factors reactively. We conducted two studies to assess the bidirectional relationship between three psychological factors (self-efficacy, motivation, and anxiety) and interpreting performance in interpreting students. Study 1 was a longitudinal study, assessing 51 undergraduate students of interpreting twice, at the beginning (Time 1) and end (Time 2) of their first training year. Study 2 collected data from 40 Master’s students of interpreting to enable a cross-sectional comparison with Study 1. The correlation analyses and hierarchical regression analyses showed that in Study 1, learning motivation and self-efficacy decreased whereas anxiety remained relatively stable; interpreting-specific anxiety was negatively correlated with concurrent interpreting performance at both times; motivation at Time 1 significantly contributed to the development of interpreting competence. When the two studies were compared, Master’s students had higher learning motivation and self-efficacy but lower anxiety than undergraduate students (at both times). The findings illustrated the differential development of psychological factors and their relations to interpreting competence. The results have implications for research in interpreting competence and interpreting training. © 2023 Informa UK Limited, trading as Taylor & Francis Group.},
	author_keywords = {interpreting anxiety; interpreting training; learning motivation; psychological factors; self-efficacy},
	correspondence_address = {Y. Dong; Language Processing and Development Lab, School of International Studies, Zhejiang University, Hangzhou, China; email: ypdong@zju.edu.cn},
	publisher = {Taylor and Francis Ltd.},
	issn = {1750399X},
	language = {English},
	abbrev_source_title = {Interpet Transl. Train.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 1}
}

@ARTICLE{Rosiers201752,
	author = {Rosiers, Alexandra and Eyckmans, June},
	title = {Investigating tolerance of ambiguity in novice and expert translators and interpreters: An exploratory study},
	year = {2017},
	journal = {Translation and Interpreting},
	volume = {9},
	number = {2},
	pages = {52 – 66},
	doi = {10.12807/ti.109202.2017.a04},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85025815141&doi=10.12807%2fti.109202.2017.a04&partnerID=40&md5=a210d20bd594f8d0f092b85835c6538a},
	affiliations = {Ghent University, Belgium},
	abstract = {In recent years socio-psychological language research has influenced the fields of translation and interpreting studies resulting in a growing interest in personality traits such as extraversion, emotional stability, self-efficacy and risk-taking as relevant constructs of translator competence and interpreter aptitude (Hubscher-Davidson, 2009; Bolaños Medina, 2014). A personality trait that has received limited attention, especially in relation to interpreting, is tolerance of ambiguity (TA). TA is generally described as the ability to manage situations that are new, complex or insoluble (Budner, 1962). As these types of situations seem to be inherent to the translation and interpreting practice, the construct has interesting potential. This study aims to shed some light on the level of TA in novice and expert translators and interpreters. To this end, we have administered the Tolerance for Ambiguity Scale (Herman, Stevens, Bird, Mendenhall & Oddou, 2010) to two groups of student interpreters (n=20) and translators (n=20) and two professional populations of interpreters (n=20) and translators (n=14). The results indicate a significant difference between interpreters and translators at the professional level regardless of age. This seems to suggest that the nature of the interpreter's job aids the development of tolerance of ambiguity.},
	author_keywords = {Interpreter; Tolerance of ambiguity; Translator},
	publisher = {University of Western Sydneys},
	issn = {18369324},
	language = {English},
	abbrev_source_title = {Transl. Interpreting},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 3; All Open Access, Gold Open Access, Green Open Access}
}

@ARTICLE{Rubio2013203,
	author = {Rubio, Ana Isabel Foulquié and Martí, Isabel Abril},
	title = {The role of the interpreter in educational settings: Interpreter, cultural mediator or both?},
	year = {2013},
	journal = {Benjamins Translation Library},
	volume = {109},
	pages = {203 – 221},
	doi = {10.1075/btl.109.16fou},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105704417&doi=10.1075%2fbtl.109.16fou&partnerID=40&md5=982bfd28415cb82e7571190f415472db},
	affiliations = {University of Murcia, GRETI Research Group, Spain; University of Granada, GRETI Research Group, Spain},
	abstract = {This paper presents the results of a questionnaire-based pilot study carried out in the region of Murcia (southeastern Spain) and exploring the perceptions that teachers have of communication with immigrant children and their families, the current solutions being applied to address those needs, and the type of solution teachers would prefer - intercultural mediation, community interpreting, or a new, specific professional activity consisting of a combination of both mediation and interpreting. The results show that teachers perceive both linguistic and cultural difficulties when communicating with non-Spanish speaking pupils and their families; that informal, ad hoc solutions are the order of the day; and that teachers may be better served by a type of professional who combines both intercultural mediation and interpreting skills. © 2013 John Benjamins Publishing Company. All rights reserved.},
	editor = {Schaffner C. and Kredens K. and Fowler Y.},
	publisher = {John Benjamins Publishing Company},
	issn = {09297316},
	isbn = {978-902727132-7},
	language = {English},
	abbrev_source_title = {Benjamins Transl.  Libr.},
	type = {Book chapter},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 4}
}

@ARTICLE{Motta2016133,
	author = {Motta, Manuela},
	title = {A blended learning environment based on the principles of deliberate practice for the acquisition of interpreting skills},
	year = {2016},
	journal = {Interpreter and Translator Trainer},
	volume = {10},
	number = {1},
	pages = {133 – 149},
	doi = {10.1080/1750399X.2016.1154347},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84975230918&doi=10.1080%2f1750399X.2016.1154347&partnerID=40&md5=0316ba33d7fe41152cc9819f6f0dedce},
	affiliations = {Interpreting Department, Faculty of Translation and Interpreting, University of Geneva, Boulevard du Pont d'Arve 40, Genève 4, 1211, Switzerland},
	abstract = {Students who enrol in a conference interpreting programme start out as novices and are expected to become experts by the end of a post-graduate programme. From then on, they are expected to produce high-quality performances for their entire professional career, without benefitting from virtually any structured or formal appreciation of their work, if they work as freelance intepreters, with the exception of occasional feedback from clients or peers; hence, the need for students to become adaptive experts, i.e. autonomous learners who can think and act as professionals. We believe that real-life problem-based deliberate practice in situated learning environments helps learners reach this objective. The blended learning environment adopted at the Interpreting Department, University of Geneva, promotes a collaborative approach to learning by means of activities anchored in real context and helps learners become autonomous, meta-cognitive and self-regulated under the guidance of the scaffolding and modelling skills of teaching assistants. This article describes how this pedagogical approach to training is implemented and in what way it contributes to training students to become adaptive experts. Results of the study that was carried out to evaluate the learning environment, and more specifically its blended tutoring programme, will be used to substantiate this theory-driven approach. © 2016 Informa UK Limited, trading as Taylor & Francis Group.},
	author_keywords = {Adaptive expertise; Autonomous learning; Deliberate practice; Interpreter training; Meta-cognition; Situated cognition},
	correspondence_address = {M. Motta; Interpreting Department, Faculty of Translation and Interpreting, University of Geneva, Genève 4, Boulevard du Pont d'Arve 40, 1211, Switzerland; email: Manuela.Motta@unige.ch},
	publisher = {St. Jerome Publishing},
	issn = {1750399X},
	language = {English},
	abbrev_source_title = {Interpet Transl. Train.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 19}
}

@ARTICLE{Macnamara2011121,
	author = {Macnamara, Brooke N. and Moore, Adam B. and Kegl, Judy A. and Conway, Andrew R. A.},
	title = {Domain-general cognitive abilities and simultaneous interpreting skill},
	year = {2011},
	journal = {Interpreting},
	volume = {13},
	number = {1},
	pages = {121 – 142},
	doi = {10.1075/intp.13.1.08mac},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-79955003338&doi=10.1075%2fintp.13.1.08mac&partnerID=40&md5=8dd0cf7b2dc5ec73bea0cd9dfe75503c},
	affiliations = {Psychology Department, Princeton University, Princeton, NJ 08540, United States; University of Southern Maine, United States},
	abstract = {This exploratory study examined domain-general cognitive abilities that may serve as aptitudes for interpreting skill by comparing highly skilled sign language interpreters (those considered competent in most interpreting situations) and less skilled sign language interpreters (those considered less than competent in most interpreting situations) on various measures. Specifically, the current study examined the feasibility of predicting interpreter skill level based only on a variety of cognitive abilities and personality traits. We collected data on several cognitive measures, including processing speed, psychomotor speed, cognitive control and task switching ability, fluid intelligence, working memory capacity, and mental flexibility, as well as several personality measures, including risk-taking orientation and emotion-cognition integration style, and intrinsic motivation to engage in complex cognitive tasks. Significant differences emerged between the two groups on both cognitive and personality measures suggesting that a combination of stable domain-general cognitive abilities and personality traits may be responsible for differentiating highly skilled from less skilled interpreters and may therefore be predictive of individuals' future interpreting effectiveness and skill level. © John Benjamins Publishing Company.},
	author_keywords = {Aptitudes; Cognitive abilities; Interpreter; Measurement; Prediction},
	correspondence_address = {B. N. Macnamara; Psychology Department, Princeton University, Princeton, NJ 08540, United States; email: bmacnama@princeton.edu},
	issn = {1569982X},
	language = {English},
	abbrev_source_title = {Interpreting},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 36}
}

@ARTICLE{Yijun2015573,
	author = {Yijun, Guo},
	title = {The interpreter's political awareness as a non-cognitive constraint in political interviews: A perspective of experiential meaning},
	year = {2015},
	journal = {Babel},
	volume = {61},
	number = {4},
	pages = {573 – 588},
	doi = {10.1075/babel.61.4.07yij},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84959260778&doi=10.1075%2fbabel.61.4.07yij&partnerID=40&md5=0eab725f9eed1317fadde42f7e5ccd94},
	affiliations = {Kunming University of Science and Technology, No.727 South Jingming Rd., Chenggong District, Kunming, 650500, China},
	abstract = {High-level political interpreting in China is a specialized interpretation with distinct principles and requirements and among them the interpreter's political awareness plays a critical role. In this article, the political awareness is investigated through a detailed examination of the interpreter's experiential meaning transfer using former Chinese Premier Zhu's debut press conference in 1998 as a case study. The study then identifies three types of political awareness-manipulated strategies employed by the interpreter at the conference: (a) the addition of experiential meaning to express political standpoint; (b) the omission of experiential meaning to eliminate potential negative political effects; (c) the correction of inaccurate experiential meaning to avoid political misunderstanding. Lastly, implications are drawn with reference to field as one of the contextual variables and the social institutional context. The article argues that political awareness on the part of the political and diplomatic interpreter in China is a paramount interpreting competence, that effective interpretation of the Chinese state leader's speeches depends upon the interpreter's high level of political awareness, and that such awareness is determined by the source text's relevant field and Chinese specific social institutional context. © Fédération des Traducteurs (fit) Revue Babel.},
	author_keywords = {Experiential meaning transfer; Field; Interpreter-mediated communication; Non-cognitive constraint; Political awareness; Social institutional context},
	correspondence_address = {G. Yijun; Kunming University of Science and Technology, Chenggong District, Kunming, No.727 South Jingming Rd., 650500, China; email: guo-yijun@hotmail.com},
	publisher = {John Benjamins Publishing Company},
	issn = {05219744},
	language = {English},
	abbrev_source_title = {Babel},
	type = {Review},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 5}
}

@BOOK{Winston200549,
	author = {Winston, Elizabeth A. and Monikowski, Christine},
	title = {Discourse mapping: The GPS of translation},
	year = {2005},
	journal = {Advances in Teaching Sign Language Interpreters},
	pages = {49 – 77},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84903670539&partnerID=40&md5=adedacc09d4fa94c05312b0a82ed447b},
	affiliations = {Northeastern University, United States; National Technical Institute for Deaf, United States},
	abstract = {This chapter describes an approach to teaching translation using discourse mapping. Elsewhere (Winston and Monikowski 2000) we presented a comprehensive description of discourse mapping and described a series of spiraling activities. It is a process that helps students and working interpreters render a successful message and includes "(1) accurate content; (2) appropriate context; (3) appropriate linguistic form" (16). Using discourse mapping activities, interpreting students learn to work from the known to the unknown, from analyzing the source to assessing the adequacy of the target. "By creating an actual map of a text, students can see the relationship of its three perspectives: content, context, and form" (17). Feedback from interpreter educators and working interpreters about the effectiveness and usefulness of discourse mapping has been overwhelmingly positive. Educators can guide students to develop skills that can be applied in class and, what is more important, that can be transferred to actual interpreting assignments. Working interpreters have reported using maps to assist their teammates while interpreting challenging texts; the process of creating a map clarifies the text and also helps explain why an interpreter may be struggling with a particular content, context, or form. Translation is a foundational skill for interpreters. The process of translation provides interpreters with the opportunity to analyze, research, and assess both the source message and the target they produce. "The basis for using translation techniques in interpreter preparation is that translation provides an important framework for teaching and learning the interpreting process" (Davis 2000, 109). This process, without the pressure of time that comes with simultaneous or even consecutive interpretation, builds confidence in the interpreter's ability to understand and produce a clear message. Davis (114) also reminded us that translation activities in the classroom are "excellent way[s] to teach the importance of context and culture . . . and how to go beyond the lexical level to deeper levels of cultural and linguistic meaning." Discourse mapping is a particularly effective strategy for teaching translation. It leads interpreters through the translation process, from analysis of the source to production in the target language and finally to effective assessment of the translations they produce. We will discuss the application of discourse mapping to translation and demonstrate its effectiveness when used to teach translation. © 2005 by Gallaudet University.},
	publisher = {Gallaudet University Press},
	isbn = {1563683202; 978-156368320-6},
	language = {English},
	abbrev_source_title = {Adv. in Teach. Sign Lang. Interpreters},
	type = {Book chapter},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 4}
}

@ARTICLE{Feuerle201380,
	author = {Feuerle, Lois},
	title = {Testing interpreters: Developing, administering, and scoring court interpreter certification exams},
	year = {2013},
	journal = {Translation and Interpreting},
	volume = {5},
	number = {1},
	pages = {80 – 93},
	doi = {10.12807/ti.105201.2013.a04},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84877286209&doi=10.12807%2fti.105201.2013.a04&partnerID=40&md5=ec9064cf907e329133db5bdc177e8190},
	abstract = {Access to justice for Limited English Proficient (LEP) and non-English speakers in the U.S. courts is contingent upon the provision of complete and accurate interpreting services. This has been increasingly recognized over the course of the past 35 years or so, and there are currently three major tests administered nationally in the United States to assess interpreting skills in courtroom settings: (1) the Federal Court Interpreter Certification Examination administered on behalf of the United States Administrative Office of the Courts; (2) the examination, widely known as the Consortium Test, administered by 40 or so states, originally developed under the auspices of the National Center for State Courts by the former Consortium for State Court Interpreter Testing, which was recently restructured as the Consortium for Language Access; and (3) the NAJIT Test, developed by the National Association of Judiciary Interpreters and Translators at the request of its membership in order to raise the standards for the profession. In addition, both New York and California, historically states with high levels of immigration, early on developed their own testing procedures to meet statewide needs. All of these examinations share numerous communalities, but they are also different in a variety of ways. This paper will provide an overview of the three national testing models plus New York, outlining their similarities and differences and pointing out some of the advantages and disadvantages of each model.},
	author_keywords = {CLAC; Consortium for Language Access in the Courts; Consortium for State Court Interpreter Certification; Consortium test; Court interpreter; Court interpreter exams; Court interpreter testing; Interpreter testing; federal court interpreter examination; NAJIT test; National Association of Judiciary Interpreters and Translators; National Center for State Courts; NCSC},
	correspondence_address = {L. Feuerle; email: LoisMarieFeuerle@cs.com},
	issn = {18369324},
	language = {English},
	abbrev_source_title = {Transl. Interpreting},
	type = {Review},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 8; All Open Access, Gold Open Access}
}

@ARTICLE{Kent200955,
	author = {Kent, Stephanie Jo},
	title = {A discourse of danger and loss: Interpreters on interpreting for the European Parliament},
	year = {2009},
	journal = {Benjamins Translation Library},
	volume = {87},
	pages = {55 – 70},
	doi = {10.1075/btl.87.05ken},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85038369807&doi=10.1075%2fbtl.87.05ken&partnerID=40&md5=b36ec9747be968512dabfc33db29e1ed},
	affiliations = {University of Massachusetts, Amherst, MA, United States},
	abstract = {Community and conference interpreters are concerned by misunderstanding and for the preservation of linguistic diversity. Rather than emphasizing differences in context or mode, this chapter seeks to deepen parallels and similarities across the spectrum of professional simultaneous interpretation by describing a discourse of simultaneous interpreters within "the largest professional interpreting community in the world" (Interpreter #2). The multilingual and democratic institution of the European Parliament (EP) provides a unique venue to explore shared responsibility between interpreters and interlocutors. As policy makers who regularly use interpreters, the effectiveness of interpreted communication in the EP is of imminent interest to all participants in interpreted interaction. Because codes of ethics typically constrain interpreters' ability to provide coherent feedback to the interlocutors with whom we work, this paper summarizes one specific and situated interpreter concern. A contrast between the ritual and transmission views for conceptualizing the purpose of communication is used to illuminate the struggle in Interpreting Studies to clearly distinguish linguistic meaning from socially-emergent meaningfulness. © 2009 John Benjamins Publishing Company. All rights reserved.},
	editor = {Hale S. and Ozolins U. and Stern L.},
	publisher = {John Benjamins Publishing Company},
	issn = {09297316},
	isbn = {978-902728884-4},
	language = {English},
	abbrev_source_title = {Benjamins Transl.  Libr.},
	type = {Book chapter},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 6}
}

@ARTICLE{Liu2008159,
	author = {Liu, Minhua},
	title = {How do experts interpret? implications from research in interpreting studies and cognitive science},
	year = {2008},
	journal = {Benjamins Translation Library},
	volume = {80},
	pages = {159 – 177},
	doi = {10.1075/btl.80.14liu},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105782540&doi=10.1075%2fbtl.80.14liu&partnerID=40&md5=ab29633e1ba4226aaecafe9f529c4415},
	affiliations = {Fu Jen University, Taiwan},
	abstract = {In this article, expertise in simultaneous interpreting is defined as the result of well-practiced strategies in each of the comprehension, translation, and production processes, and the interaction among these processes, which are specific to the needs of the task of simultaneous interpreting. What allows the interaction among the comprehension, translation, and production processes to act in sync is interpreters' ability to manage their mental resources in an efficient manner, particularly in the way attention is managed. Expert-novice difference is examined by comparing skills and sub-skills, by analyzing the cognitive abilities underlying the act of simultaneous interpreting, and by providing evidence and counter-evidence from Interpreting Studies and cognitive science. © 2008 John Benjamins Publishing Company. All rights reserved.},
	author_keywords = {Attention; Expert; Expertise; Novice; Simultaneous interpreting},
	editor = {Hansen G. and Chesterman A. and Gerzymisch-Arbogast H.},
	publisher = {John Benjamins Publishing Company},
	issn = {09297316},
	isbn = {978-902729108-0},
	language = {English},
	abbrev_source_title = {Benjamins Transl.  Libr.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 25}
}

@BOOK{Napier200667,
	author = {Napier, Jemina},
	title = {Educating signed language interpreters in Australia: A blended approach},
	year = {2006},
	journal = {New Approaches to Interpreter Education},
	pages = {67 – 103},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-57849165403&partnerID=40&md5=2443e853f03b2ae97718efd4be29b744},
	affiliations = {Department of Linguistics, Auslan/English Interpreting Program, Macquarie University, Sydney, Australia},
	abstract = {THIS CHAPTER describes an innovative approach to educating sign language interpreters, through a program established at Macquarie University in Sydney, Australia. The course is innovative because it uses a blended approach in three key ways: (1) the curriculum of signed language interpreting students is blended with that used for spoken language interpreting students; (2) various interpreting and discourse theories are blended to provide a theoretical framework as a foundation for interpreting skills development; and (3) the program is delivered by combining online and face-to-face teaching. This chapter provides an overview of the program for both spoken and signed language interpreters, detailing the structure, content, and delivery modes, with the aim of encouraging other interpreter educators to consider using a blended pedagogical approach in terms of curriculum development and delivery. In order to set the scene for the education of signed language interpreters in Australia, it is worth providing an overview of the university interpreter education available and to introduce the notion of "blended learning". © 2006 by Gallaudet University.},
	publisher = {Gallaudet University Press},
	isbn = {1563682974; 978-156368297-1},
	language = {English},
	abbrev_source_title = {New Approaches to Interpreter Educ.},
	type = {Book chapter},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 8}
}

@ARTICLE{Frittella201979,
	author = {Frittella, Francesca Maria},
	title = {“70.6 billion world citizens”: Investigating the difficulty of interpreting numbers},
	year = {2019},
	journal = {Translation and Interpreting},
	volume = {11},
	number = {1},
	pages = {79 – 99},
	doi = {10.12807/ti.111201.2019.a05},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85065858671&doi=10.12807%2fti.111201.2019.a05&partnerID=40&md5=a3c65ce5ede4eb12cd97d5ea5a6ed383},
	affiliations = {Istituto Universitario di Mediazione Linguistica, Perugia, Italy; Johannes-Gutenberg University of Mainz, Germany},
	abstract = {Among all the difficulties inherent in interpreting, numbers stand out as a common and complex problem trigger. This experimental study contributes to research on the causes of errors in the passive simultaneous interpretation (SI) of numbers. Two groups of Italian Master’s degree students (one for English and one for German) were asked to interpret simultaneously a number-dense speech from their respective B language into their mother tongue, Italian. Note-taking was allowed during the test and both the study participants and their lecturers completed a questionnaire afterwards. Data analysis was conducted with statistical and qualitative methods, combining the cognitivist and contextualist approach. The objective was to ascertain whether one main variable may be held responsible for the high error rate related to interpreting numbers and the difficulty perceived by students in the task. The analysis quantifies the relative impact of different causes of difficulties on participants’ delivery of numbers. It stresses the crucial role of the subjective variable represented by interpreters’ skills. Didactic implications and directions for future research are discussed in the conclusion. © 2019 University of Western Sydneys. All rights reserved.},
	author_keywords = {Cognition; Experimental study; Interpreter training; Numbers; Simultaneous interpreting; Skill automaticity},
	correspondence_address = {F.M. Frittella; Istituto Universitario di Mediazione Linguistica, Perugia, Italy; email: francesca.frittella@gmail.com},
	publisher = {University of Western Sydneys},
	issn = {18369324},
	language = {English},
	abbrev_source_title = {Transl. Interpreting},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 7}
}

@BOOK{Pawlack2011131,
	author = {Pawlack, Birte},
	title = {Interpreting competence: Nursing staff and family members as ad hoc interpreters in hospitals},
	year = {2011},
	journal = {Displaying Competence in Organizations: Discourse Perspectives},
	pages = {131 – 149},
	doi = {10.1057/9780230307322},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85015435476&doi=10.1057%2f9780230307322&partnerID=40&md5=7f7761297ce627c949c047d0faf6c0d9},
	affiliations = {University of Hamburg, Germany},
	publisher = {Palgrave Macmillan},
	isbn = {978-023030732-2; 978-023028263-6},
	language = {English},
	abbrev_source_title = {Displaying Competence in Organ.: Discourse Perspect.},
	type = {Book chapter},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 1; All Open Access, Green Open Access}
}

@ARTICLE{Lee2017194,
	author = {Lee, Jieun},
	title = {A case study of interpreter-mediated witness statement: police interpreting in South Korea},
	year = {2017},
	journal = {Police Practice and Research},
	volume = {18},
	number = {2},
	pages = {194 – 205},
	doi = {10.1080/15614263.2016.1248840},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85032102135&doi=10.1080%2f15614263.2016.1248840&partnerID=40&md5=f40ba073e8d2641cc331be34cd049586},
	affiliations = {Graduate School of Translation and Interpretation, Ewha Womans University, Seoul, South Korea},
	abstract = {Interpreters play an important role in police interviewing witnesses from culturally and linguistically diverse backgrounds. In the cases where interpreters lack professional attributes such as interpreting competence and impartiality, it is very likely that the interpreted evidence and statement will not be a faithful reproduction of original utterances. If attention is not paid to possible alterations by interpreters to the original utterances of the witness and duty of care is lacking in the procedure of obtaining statement from witnesses through such interpreters, the official legal record may not be an accurate one. Drawing on the data of a video-recorded interpreter-mediated police interview in South Korea, this paper examines issues arising from the lack of understanding of the role of interpreters, which may have implications for criminal proceedings. The findings indicate that in addition to interpreter training, more efficient police training in the adoption of best practice guidelines in interviewing through interpreters is required. © 2016 Informa UK Limited, trading as Taylor & Francis Group.},
	author_keywords = {impartiality; interpreter-mediated witness statement; interpreting competence; Police interpreting; training},
	correspondence_address = {J. Lee; Graduate School of Translation and Interpretation, Ewha Womans University, Seoul, South Korea; email: jieun.lee@ewha.ac.kr},
	publisher = {Routledge},
	issn = {15614263},
	language = {English},
	abbrev_source_title = {Police Pract. Res.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 11}
}

@ARTICLE{Martínez-Gómez2020303,
	author = {Martínez-Gómez, Aída},
	title = {Language brokering experience among interpreting students: pedagogical implications for the development of interpreting competence},
	year = {2020},
	journal = {Interpreter and Translator Trainer},
	volume = {14},
	number = {3},
	pages = {303 – 321},
	doi = {10.1080/1750399X.2020.1736436},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081288803&doi=10.1080%2f1750399X.2020.1736436&partnerID=40&md5=1311e79e8ff97bfef900034eb6bf8e18},
	affiliations = {Department of Modern Languages and Literatures, John Jay College of Criminal Justice (CUNY), New York, NY, United States},
	abstract = {Young bilinguals in multilingual environments frequently act as language brokers for members of their families and communities. It is thus not surprising that growing numbers of young language brokers are drawn to formal translation/interpreting programs. Nevertheless, when they join, they often encounter pedagogies that tend to focus on elective sequential bilinguals (i.e. individuals who purposefully acquired their L2 after childhood) and that rarely acknowledge previous interpreting experiences. This study explores the specific needs of young language brokers as they become apparent in their accounts of previous interpreting experiences. For this purpose, it analyses the narratives of 67 self-identified current or former young language brokers who are pursuing formal interpreting education. It identifies their perceived strengths and weaknesses, features of successful interpreted events, and attitudes towards interpreting. By mapping these findings against the framework of Interpreting Competence (and its sub-competences), this study ultimately aims to inform the fine-tuning of pedagogical approaches and methods that capitalise on and are sensitive to the backgrounds of these students. © 2020 Informa UK Limited, trading as Taylor & Francis Group.},
	author_keywords = {attitudes; curricular design; interpreting competence; Language brokering; narratives; needs analysis},
	correspondence_address = {A. Martínez-Gómez; Department of Modern Languages and Literatures, John Jay College of Criminal Justice (CUNY), New York, United States; email: amartinez-gomez@jjay.cuny.edu},
	publisher = {Taylor and Francis Ltd.},
	issn = {1750399X},
	language = {English},
	abbrev_source_title = {Interpet Transl. Train.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 5}
}

@ARTICLE{Su2020178,
	author = {Su, Wei},
	title = {Exploring how rubric training influences students’ assessment and awareness of interpreting},
	year = {2020},
	journal = {Language Awareness},
	volume = {29},
	number = {2},
	pages = {178 – 196},
	doi = {10.1080/09658416.2020.1743713},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082615705&doi=10.1080%2f09658416.2020.1743713&partnerID=40&md5=4c10ce9116dd6b0b1cac724e0514148b},
	affiliations = {College of Foreign Languages and Cultures, Xiamen University, Xiamen, China},
	abstract = {Previous studies explored how rubrics of writing and speaking could change students’ self assessment and awareness of language skills, yet few disclosed the benefits of rubrics of interpreting. To close the gap, the present paper tapped the effects of rubric training in students’ self assessment and awareness of interpreting. After giving a three-week rubric training on Chinese-English interpreting to 32 Chinese undergraduates, it was found that students were able to simultaneously attend to multiple criteria, as they circled more descriptor words from the rubric and generated more numerous and elaborate comments. In addition, their assessments were extended from local, negative comments to global, positive ones, indicating their balanced and hierarchical thinking of interpreting skills. Post-training self reports revealed that rubric training improved their understanding and learning of interpreting skills, forming a favourable cycle of assessment-awareness-acquisition. Future pedagogical suggestions were proposed accordingly. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.},
	author_keywords = {awareness; interpreting; Rubrics; self-assessment},
	correspondence_address = {W. Su; College of Foreign Languages and Cultures, Xiamen University, Xiamen, China; email: swxmu@qq.com},
	publisher = {Routledge},
	issn = {09658416},
	language = {English},
	abbrev_source_title = {Lang. Aware.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 8}
}

@ARTICLE{Weirick2021284,
	author = {Weirick, Whitney R.},
	title = {The educational interpreter supervision and support survey: Part 1},
	year = {2021},
	journal = {American Annals of the Deaf},
	volume = {166},
	number = {3},
	pages = {284 – 308},
	doi = {10.1353/aad.2021.0031},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85118359292&doi=10.1353%2faad.2021.0031&partnerID=40&md5=2f89da7951b16ddd00a482f78d5a457d},
	affiliations = {College of Education, University of Arizona, Tucson, United States; College of Education, University of Arizona, 1430 E. Second St., P.O. Box 210069, Tucson, 85721, AZ, United States},
	abstract = {Little literature exists documenting how K–12 American Sign Language–English interpreters are supervised or evaluated, or how supervision and evaluation affect interpreters and deaf and hard of hearing students. To address this gap, the author asked 230 educational interpreters about their experiences of supervision. Using a critical policy analysis framework and transformational leadership lens, the author conducted a Qualtrics online survey consisting of 42 open-and closed-ended items. Descriptive and statistical results are reported. Chi-square tests showed a significant difference in su-pervisory activities based on whether or not the supervisor was a credentialed interpreter. Supervi-sors who were interpreters conducted more job evaluations, assessed interpreting skills more often, and organized professional development more frequently than non-interpreters. © 2021, Gallaudet University Press. All rights reserved.},
	author_keywords = {American Sign Language; Deaf; Education policy; Hard of hearing; Inclusion; Interpreting; Supervision},
	keywords = {Communication Barriers; Credentialing; Educational Status; Humans; Language; Sign Language; Surveys and Questionnaires; Translating; accreditation; communication barrier; educational status; human; language; questionnaire; sign language; translating (language)},
	correspondence_address = {W.R. Weirick; College of Education, University of Arizona, Tucson, United States; email: weirick@arizona.edu},
	publisher = {Gallaudet University Press},
	issn = {0002726X},
	coden = {ANDFA},
	pmid = {34719517},
	language = {English},
	abbrev_source_title = {Am. Ann. Deaf},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@ARTICLE{Díaz-Galaz201431,
	author = {Díaz-Galaz, Stephanie},
	title = {Individual factors of listening comprehension in a second language: Implications for interpreter training},
	year = {2014},
	journal = {Synergies Chili},
	volume = {10},
	pages = {31 – 40},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84930168833&partnerID=40&md5=03a662622696b907738e17b4a3daac9a},
	affiliations = {Pontificia Universidad Católica de Valparaíso, Chile, Argentina},
	abstract = {Simultaneous interpretation is a form of oral translation in which a message spoken in one language is rendered into another language almost immediately, in real time and in a situated context. This entails the ability to provide not only an accurate rendition in the target language but also one that fits into the communicative context and fulfills its pragmatic intent. Comprehension in a second language is therefore at the core of the ability to interpret. This paper presents a brief review of recent advances in this field and how these relate to our understanding of the simultaneous interpreting process. Suggestions as to how to incorporate these findings into the interpreter classroom are discussed. © Revue du Gerflint. Éléments sous droits d'auteur.},
	author_keywords = {Difficulty in interpreting; Interpreter training; Interpreting competence; L2 listening comprehension; Language interpreting},
	publisher = {GERFLINT},
	issn = {07180675},
	language = {English},
	abbrev_source_title = {Synergies Chili},
	type = {Review},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 2}
}

@ARTICLE{Atabekova2021396,
	author = {Atabekova, Anastasia},
	title = {Employers’ contribution to law students’ multilingual communication skills training in remote mode due to pandemic emergency: Pilot study},
	year = {2021},
	journal = {Journal of Social Studies Education Research},
	volume = {12},
	number = {3},
	pages = {396 – 431},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117241161&partnerID=40&md5=1a33ed707a6ad2d95ddec6ff04ec154a},
	affiliations = {Peoples’ Friendship University of Russia, RUDN University, Russian Federation},
	abstract = {The research aims to consider the impact that industry representatives as potential employers might produce on law students’ multilingual communication skills training in the remote mode due the unexpected global emergencies. The study explores those multilingual communication skills that can be improved through employers’ live inclusion in the remote mode training due to pandemic emergency. The research also investigates those features within the multilingual communication skills training that student might consider relevant through employers’ live inclusion in the remote mode training due to emergency. The study uses tests in reading, listening, writing, speaking skills, error-based evaluation of translation and interpreting skills at the start and end of training period, and a questionnaire as research instruments. The investigation rests on mixed methods approach, and integrates a number of methods, including a theoretical analysis of the relevant literature, students’ pilot training, descriptive statistics, and interpretation, content-based, cluster and factor analysis for data processing and discussion. The pilot studies results confirm that the consistent and systemic inclusion of industry representatives’ live contributions into the multilingual communication skills training in the remote on-line mode can improve law students’ skills in reading, listening, writing, speaking, translation and interpreting. Further, the study has proved that students evaluate the employers’ regular live inclusion in the on-line remote training positively. They appreciate not only the opportunity to improve their legal language skills but their legal mindset and knowledge within multilingual context, as well. Further the study reveals that the emergency shift to remoted LSP, T&I training with the employers’ regular involvement requires managerial solutions tailored for the respective activities. © 2021, Association for Social Studies Educa. All rights reserved.},
	author_keywords = {Employer’s inclusion; Language for specific purposes; Multilingual communication; Non-language students; Remote training; Translation and interpreting},
	correspondence_address = {A. Atabekova; Peoples’ Friendship University of Russia, RUDN University, Russian Federation; email: aaatabekova@gmail.com},
	publisher = {Association for Social Studies Educa},
	issn = {13099108},
	language = {English},
	abbrev_source_title = {J. Soc. Stud. Educ. Res.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 3}
}

@ARTICLE{Shanshan2020588,
	author = {Shanshan, Yang and Defeng, Li and Lai Cheng, Lei Victoria},
	title = {The impact of source text presence on simultaneous interpreting performance in fast speeches},
	year = {2020},
	journal = {Babel},
	volume = {66},
	number = {4-5},
	pages = {588 – 603},
	doi = {10.1075/babel.00189.yan},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85096659215&doi=10.1075%2fbabel.00189.yan&partnerID=40&md5=6cb3b57dbe6f4e923aa70a85ff994494},
	affiliations = {Central China Normal University, School of Foreign Languages, No.152 Luoyu Road, Hongshan District, Wuhan, 430074, China; University of Macau, Macao},
	abstract = {The issue addressed in this study is the impact of source text presence on simultaneous interpreting performance in fast speeches. Fast speech rate is assumed to frustrate even professional interpreters in simultaneous interpreting (SI) without source text (ST) scenario, yet little is known about what happens when the ST is available to interpreters, an interpreting practice of increasing popularity. Previous studies present mixed results concerning the effect of fast speech rate and ST presence on SI quality, which further adds to the complexity of this issue. This study adopted the experimental approach with a qualitative assessment of SI quality, quantisation of output parameters and retrospective interview, to unravel some myths surrounding this issue. The 54 trainees were randomly divided into two groups to interpret two fast Chinese speeches into English under with and without ST conditions. The results found a significant effect of ST presence on the qualitative assessment of interpreting performance, on the interpreting delivery fluency, and on the information completeness. The facilitative effect of ST presence in fast speeches was confirmed while new issues also arise concerning trainee interpreters’ ability in eye-ear coordination. © Fédération Internationale des Traducteurs (FIT) Revue Babel.},
	author_keywords = {Fast speech; SI performance; ST presence; Trainee interpreters},
	correspondence_address = {Y. Shanshan; Central China Normal University, School of Foreign Languages, Wuhan, No.152 Luoyu Road, Hongshan District, 430074, China; email: ssyangsmile@gmail.com},
	publisher = {John Benjamins Publishing Company},
	issn = {05219744},
	language = {English},
	abbrev_source_title = {Babel},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@ARTICLE{Lee2018166,
	author = {Lee, Sang-Bin},
	title = {Exploring a relationship between students’ interpreting self-efficacy and performance: triangulating data on interpreter performance assessment},
	year = {2018},
	journal = {Interpreter and Translator Trainer},
	volume = {12},
	number = {2},
	pages = {166 – 187},
	doi = {10.1080/1750399X.2017.1359763},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85026878114&doi=10.1080%2f1750399X.2017.1359763&partnerID=40&md5=570bcc6acfa989dde12d9980908f8658},
	affiliations = {Department of English for International Conferences and Communication, Hankuk University of Foreign Studies, Seoul, South Korea},
	abstract = {Interpreting Self-Efficacy (ISE) is the belief one holds about their own interpreting capabilities. One of the first instruments to measure this self-belief is S.-B. Lee’s ISE scale, a statistically sound self-report questionnaire designed to measure the ISE levels of undergraduate students majoring in consecutive interpreting (Cronbach’s α = .896). In theory, this scale helps to predict how successful a student will be in an interpreting task. The present study aims to show whether there is a strong correlation between ISE and actual performance among undergraduate students. For this purpose, the study was conducted in three steps. First, the ISE scale was administered to 33 undergraduate students enrolled in an advanced course on consecutive interpreting, in order to measure the students’ ISE levels. Second, the students’ interpreting performances were assessed on multiple occasions, using triangulation involving three different assessor groups, namely the classroom teacher, peer students, and external raters. Third, statistical analysis was performed to find out whether there is a relationship (and what kind of relationship exists) between the students’ ISE and performance levels. Findings from this study and their implications for interpreter training are also discussed. © 2017, © 2017 Informa UK Limited, trading as Taylor & Francis Group.},
	author_keywords = {independent assessment; peer assessment; Rating; teacher assessment; triangulation},
	correspondence_address = {S.-B. Lee; Department of English for International Conferences and Communication, Hankuk University of Foreign Studies, Seoul, South Korea; email: sblee0110@gmail.com},
	publisher = {Taylor and Francis Ltd.},
	issn = {1750399X},
	language = {English},
	abbrev_source_title = {Interpet Transl. Train.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 10}
}

@ARTICLE{Mohammed2023176,
	author = {Mohammed, Hala Ghanim and Mustafa, Balsam},
	title = {Forced to go online: A case study of learning consecutive and simultaneous interpreting under Covid-19 in Iraq},
	year = {2023},
	journal = {Translation and Interpreting},
	volume = {15},
	number = {1},
	pages = {176 – 199},
	doi = {10.12807/TI.115201.2023.A09},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153066583&doi=10.12807%2fTI.115201.2023.A09&partnerID=40&md5=e56de52691dd98049a1f180bc5514779},
	affiliations = {Mustansirriyah University, Iraq; University of Warwick, United Kingdom},
	abstract = {This paper explores the perspectives of Iraqi undergraduates studying consecutive and simultaneous interpreting (CI, SI) in the Department of Translation at Mustansiriyah University in Iraq following the sudden transition to the online environment due to Covid-19. The online mode of teaching and learning has never been adopted in Iraq before. This study, therefore, aims to investigate the challenges and opportunities that have emerged from this unprecedented experience of online learning. It does so by adopting a mixed-method approach combining an online survey and two online focus group sessions. We also conducted two online pilot experiments to test the feasibility of the Zoom app to teach CI and SI synchronously. The main findings of this study suggest that while a synchronous online learning environment would potentially contribute to enhancing interpreting skills, the online mode cannot totally replace actual classes in the Iraqi higher education context unless a rigorous infrastructure is first established. © 2023 University of Western Sydneys. All rights reserved.},
	author_keywords = {asynchronous; consecutive interpreting; Online learning; simultaneous interpreting; synchronous},
	publisher = {University of Western Sydneys},
	issn = {18369324},
	language = {English},
	abbrev_source_title = {Transl. Interpreting},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; All Open Access, Gold Open Access, Green Open Access}
}

@ARTICLE{Li20111091,
	author = {Li, Ping and Lu, Zhihong},
	title = {Learners' needs analysis of a new optional college English course-interpreting for non-english majors},
	year = {2011},
	journal = {Theory and Practice in Language Studies},
	volume = {1},
	number = {9},
	pages = {1091 – 1102},
	doi = {10.4304/tpls.1.9.1091-1102},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84901047471&doi=10.4304%2ftpls.1.9.1091-1102&partnerID=40&md5=2eb9b56205b92c8888a3039240e6851d},
	affiliations = {School of Humanities, Beijing University of Posts and Telecommunications, Beijing, China},
	abstract = {Following rapid social development and educational policy orientation in China, higher institutions are developing new optional courses in English. One of these courses is interpreting for non-English majors (IFNEM), which requires a needs analysis (NA) at the beginning. However, few studies have been found on the NA of an IFNEM, empirical ones in particular. In the limited empirical research, merely sophomore students' needs were surveyed through a single questionnaire, leaving many practical issues to be further explored. To advance the current body of research, the authors of this paper designed a complex structured questionnaire based on Hutchinson and Waters's Framework for Analyzing Learning Needs, delivered it to 104 freshmen and 52 junior students and conducted follow-up interviews with eight of them who had given typical answers in this questionnaire. Such issues were investigated as students' motivation for taking an IFNEM, their anticipated goals and objectives of the course, course entry requirements (if there should be any), selection of teaching content and materials and teaching environments. Results showed that the students highly approved of establishing an IFNEM for mainly Surface Motivation and wished for no entry requirements; however, limited by their current English proficiency, they aimed to improve both interpreting skills and English listening and speaking abilities. This study attempts to offer insights into the curriculum design of IFNEM and other optional courses in English for higher institutions. © 2011 ACADEMY PUBLISHER Manufactured in Finland.},
	author_keywords = {Curriculum design; Interpreting; Needs analysis},
	publisher = {Academy Publisher},
	issn = {17992591},
	language = {English},
	abbrev_source_title = {Theory Pract. Lang. Stud.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 2; All Open Access, Bronze Open Access}
}

@ARTICLE{Anisimova202157,
	author = {Anisimova, Alexandra G. and Fedotova, Anastasiya E. and Fomina, Inna N.},
	title = {Teaching simultaneous interpreting: The early stage},
	year = {2021},
	journal = {Training, Language and Culture},
	volume = {5},
	number = {3},
	pages = {57 – 70},
	doi = {10.22363/2521-442X-2021-5-3-57-70},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85118146237&doi=10.22363%2f2521-442X-2021-5-3-57-70&partnerID=40&md5=9e1022b167b9cf24ced64832180b506c},
	affiliations = {Lomonosov Moscow State University, 1 Leninskiye Gory, Moscow, 119234, Russian Federation},
	abstract = {The article deals with the initial stage of training simultaneous interpreters and developing their professional skills. The authors single out and analyse a number of abilities and skills that learners are expected to develop in order to successfully obtain the qualification of simultaneous interpreters and offer a system of exercises and tasks that is intended to assist their acquisition. The article tackles the following issues typically arising at the early stages of student training: inability of unprepared students to concentrate and keep a lasting focus on the meaning and the structure of the source speech utterance, inability to control their short-term memory, the unfamiliar situation where the student is required to listen and speak at one and the same time, a lack of control over intonation and structure of his or her own speech during the interpreting process. In terms of language, particular attention is paid to the crucial role of collocations and fixed expressions in teaching simultaneous interpreting, as well as processing information that requires precision. The study is based on a textbook on political, economic, and legal translation which has been successfully used during sev-eral years at the Department of Theory and Practice of Translation at Lomonosov Moscow State University as a key training input. The methods of the current research include contextual and comparative analysis, information synthesis as well as experimental student training. The latter showed that learners’ performance substantially improved, both im-mediately after some of the preparatory exercises (particularly those aimed at short-term memory and anticipation skills development) and in the long run. The authors believe that exercises described here can form a sound basis for developing skills necessary for simultaneous interpreters. © Alexandra G. Anisimova, Anastasiya E. Fedotova, Inna N. Fomina 2021.},
	author_keywords = {Attention focus; Collocation; Interpreting skills develop-ment; Short-term memory; Simultaneous interpreting; Working memory},
	publisher = {RUDN UNiversity},
	issn = {25202073},
	language = {English},
	abbrev_source_title = {Train. Lang. Culture.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; All Open Access, Gold Open Access}
}

@ARTICLE{Yenkimaleki201884,
	author = {Yenkimaleki, Mahmood and van Heuven, Vincent J.},
	title = {The effect of teaching prosody awareness on interpreting performance: an experimental study of consecutive interpreting from English into Farsi},
	year = {2018},
	journal = {Perspectives: Studies in Translatology},
	volume = {26},
	number = {1},
	pages = {84 – 99},
	doi = {10.1080/0907676X.2017.1315824},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85019246571&doi=10.1080%2f0907676X.2017.1315824&partnerID=40&md5=c28e70f1feb1454f7cc76d64e2a3695b},
	affiliations = {Leiden University Centre for Linguistics, Leiden, Netherlands; Dept. Hungarian and Applied Linguistics, University of Pannonia, Veszprém, Hungary},
	abstract = {This study investigates the effect of prosodic feature awareness training on the quality of interpreting by interpreter trainees. Two groups of student interpreters were formed. Participants were assigned to groups at random, but with equal division between genders (seven males in each group). The control group was then taught interpreting skills by the routine curriculum, while the experimental group spent part of the time instead on theoretical explanation and practical exercises emphasizing prosodic differences between Farsi and English. Three raters assessed the quality of the interpreter trainees’ performance in a post-test in terms of accuracy, omissions, overall coherence, grammar, expression, word choice, terminology, accentedness, pace and voice. The results show that prosodic feature awareness training did have a statistically significant effect on the quality measures: the overall assessment of the experimental group was 14 points better (on a scale between 0 and 100) than that of the control group. Moreover, the difference was larger for the phonetic/prosodic quality scales (accentedness, pace, voice) than for the other scales. These results have implications for designers of curricula for training interpreters, material producers and all who are involved in foreign-language study and pedagogy. © 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.},
	author_keywords = {awareness training; English; Farsi; interpreting studies; linguistic stress; prosody},
	correspondence_address = {M. Yenkimaleki; Leiden University Centre for Linguistics, Leiden, Netherlands; email: m.yenkimaleki@hum.leidenuniv.nl},
	publisher = {Routledge},
	issn = {0907676X},
	language = {English},
	abbrev_source_title = {Perspect. Stud. Transl.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 18; All Open Access, Green Open Access, Hybrid Gold Open Access}
}

@ARTICLE{Li2019392,
	author = {Li, Xiangdong},
	title = {Analyzing translation and interpreting textbooks},
	year = {2019},
	journal = {Translation and Interpreting Studies},
	volume = {14},
	number = {3},
	pages = {392 – 415},
	doi = {10.1075/tis.19041.li},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077068184&doi=10.1075%2ftis.19041.li&partnerID=40&md5=9dbce8eb9ee47c50c2d35d905cf09806},
	affiliations = {School of Translation Studies, Xi'an International Studies University, Chang'an, Xi'an, Shaanxi, 710128, China},
	abstract = {Textbooks are a significant source of knowledge and a major factor in shaping teaching and learning; however, textbook analysis has been a neglected area of research. This pilot study examines the coverage of business interpreting competences and their pedagogical treatment in thirty-two business interpreting textbooks. Two analysis frameworks, on business interpreting expertise and pedagogical expertise, were developed. The results indicate that most competences are weakly present in the textbooks and that most pedagogical principles are not well applied. This inadequacy has two potential consequences: (1) students may leave the classroom ill-equipped and form biased views of the profession, by considering topics well-covered in the textbooks as important and legitimate while seeing others as unimportant and (2) students may not be adequately assisted in internalizing and acquiring competences efficiently. This study has implications for translation and interpreting textbook analysis, adaptation, and development. © John Benjamins Publishing Company.},
	author_keywords = {Business interpreting; Business interpreting competences; Pedagogical expertise; Textbook adaptation; Textbook development},
	correspondence_address = {X. Li; School of Translation Studies, Xi'an International Studies University, Chang'an, Xi'an, Shaanxi, 710128, China; email: xiangdong813@gmail.com},
	publisher = {John Benjamins Publishing Company},
	issn = {19322798},
	language = {English},
	abbrev_source_title = {Transl. Interpreting Stud.},
	type = {Review},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 2}
}

@ARTICLE{Mellinger2019950,
	author = {Mellinger, Christopher D. and Gasca-Jiménez, Laura},
	title = {Challenges and opportunities for heritage language learners in interpreting courses in the U.S. context},
	year = {2019},
	journal = {Revista Signos},
	volume = {52},
	number = {101},
	pages = {950 – 974},
	doi = {10.4067/S0718-09342019000300950},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077851421&doi=10.4067%2fS0718-09342019000300950&partnerID=40&md5=c2b372ebf4aab5435fc653beacaa1481},
	affiliations = {University Of North Carolina, Charlotte, United States; Fairfield University, United States},
	abstract = {Recent studies indicate that heritage language speakers have professional opportunities in translation and interpreting (e.g., Carreira, 2014a) because of their unique linguistic and cultural background. In addition, heritage language speakers' unique background and previous experiences as language brokers or non-professional interpreters or translators have also been suggested as an advantage in the context of translation and interpreting pedagogy (e.g., Valdes, 2003). The field of interpreting pedagogy, initially modeled and taught by professionals in the field based on their experience, has favored a more research-based interpreting pedagogy that draws on empirically-grounded studies focusing on interpreting competence and instructional strategies (e.g., Colina & Angelelli, 2015a). Despite the recent growth in research-based pedagogy, there is limited reflection on the challenges and opportunities heritage language speakers face in interpreting courses. Research has shown that heritage language and second language speakers exhibit a number of differences that have a direct impact on heritage language education (e.g., Potowski & Lynch, 2014; Carreira, 2016b); however, these differences have not been fully explored in the context of interpreter education. The present article contributes to this gap and encourages further work in this area by investigating the underexplored relationships among language for specific purposes, heritage language education, and translation and interpreting. In doing so, this work aims to understand the role and profile of heritage language learners in interpreting courses and how existing skillsets may be better exploited to guide interpreter education. First, the literature on heritage language learners and education is reviewed in conjunction with interpreting pedagogy. Then, challenges and opportunities for this subpopulation of students are discussed while identifying potential avenues for additional investigation. © 2019 PUCV, Chile.},
	author_keywords = {Interpreting pedagogy; Language brokers; Language proficiency; Minority languages; Non-professional interpreting and translation},
	publisher = {Ediciones Universitarias de Valparaiso},
	issn = {00350451},
	language = {English},
	abbrev_source_title = {Rev. Signos},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 11; All Open Access, Gold Open Access, Green Open Access}
}

@ARTICLE{Díaz-Galaz201746,
	author = {Díaz-Galaz, Stephanie},
	title = {Interpreter training and interpreting research in Chile: Challenges and opportunities for the development of interpreting studies; [Formación de intérpretes e investigación en interpretación en Chile: Desafíos y oportunidades para el desarrollo de los estudios de interpretación]},
	year = {2017},
	journal = {Mutatis Mutandis},
	volume = {10},
	number = {2},
	pages = {46 – 73},
	doi = {10.17533/udea.mut.v10n2a02},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85038969620&doi=10.17533%2fudea.mut.v10n2a02&partnerID=40&md5=3bd6b46652fc7e5e59c35b50a1e95b0f},
	affiliations = {Pontificia Universidad Católica de Valparaíso, Chile},
	abstract = {This article presents an overview of the current situation of interpreter training and research in Chile, as well as the most relevant challenges and opportunities that this presents to the local development of Interpreting Studies. Interpreter training in Chile is taught mainly at the undergraduate level, in programs that cover foreign language acquisition in simultaneity with the development of interpreting skills. The linguistic combination in which most interpreters are trained is English-Spanish. Particularly, one of the main challenges for interpreter training in Chile is a greater focus on the needs of indigenous peoples and immigrants. Additionally, professional interpreters lack opportunities of professional or academic development, which hinders the development of a close-knit professional community. However, a few research lines are under development in very relevant areas, such as the history of interpreters in the colonial context and the psycholinguistic study of the interpreting process. There is an urgent need to strengthen this community by training new researchers and pushing forward interdisciplinary studies based on local needs of insight, knowledge and applications. All these gaps represent an excellent opportunity for the growth of Interpreting Studies in Chile.},
	author_keywords = {Chile; Gaps; Interpreter training; Interpreting Studies; Research},
	correspondence_address = {S. Díaz-Galaz; Pontificia Universidad Católica de Valparaíso, Chile; email: stephanie.diaz@pucv.cl},
	publisher = {Universidad de Antioquia},
	issn = {2011799X},
	language = {Spanish},
	abbrev_source_title = {Mutatis Mutandis},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 6; All Open Access, Gold Open Access}
}

@ARTICLE{Vandepitte2013125,
	author = {Vandepitte, Sonia},
	title = {Research competences in translation studies},
	year = {2013},
	journal = {Babel},
	volume = {59},
	number = {2},
	pages = {125 – 148},
	doi = {10.1075/babel.59.2.01van},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84894316360&doi=10.1075%2fbabel.59.2.01van&partnerID=40&md5=b59987fc0894c371fc11e682545dfdfd},
	affiliations = {University College Ghent, Ghent University, B-9000 Ghent, Groot-Brittanniëlaan 45, Belgium},
	abstract = {In previous discussions relating both research and translation/interpreting to each other (e.g. Andrew Chesterman & Wagner 2002; Klaudy 2006; Pöchhacker 1992), the main focus was either on the extent to which research findings improve translation/interpreting processes and competences or on different paradigms within translation research (Gile 2008). This article heuristically investigates any links between translation/interpreting competences, on the one hand, and competences required for research, on the other hand. To establish a research competence taxonomy that is related to translation studies, four different sources of information have been relied on: two public authorities, one scholarly organization and one translation and interpreting training institution. This conceptual study points out that many competences required for research within translation studies are closely related to translation and interpreting competences (Vandepitte 2007), so that an integrated view of research competences and translation competences is called for. Such a view will reduce the translation and interpreting institutions' task of teaching research competences to a set of ten major academic competences. © Federation des Traducteurs (fit) Revue Babel.},
	author_keywords = {Research competences; Research training; Translation/interpreting competences; Translation/interpreting institutions; Translation/interpreting training},
	correspondence_address = {S. Vandepitte; University College Ghent, Ghent University, B-9000 Ghent, Groot-Brittanniëlaan 45, Belgium; email: sonia.vandepitte@hogent.be},
	issn = {15699668},
	language = {English},
	abbrev_source_title = {Babel},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 6}
}

@BOOK{Wang2023394,
	author = {Wang, Weiwei and Zhang, Lihua},
	title = {Training bilinguals to become interpreters},
	year = {2023},
	journal = {The Routledge Handbook of Translation, Interpreting and Bilingualism},
	pages = {394 – 414},
	doi = {10.4324/9781003109020-31},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158980282&doi=10.4324%2f9781003109020-31&partnerID=40&md5=88cff4cf3af34fbec57fdb0b8eaccd6d},
	affiliations = {School of Interpreting and Translation Studies, Guangdong University of Foreign Studies, China; School of Interpreting and Translation Studies, Guangdong University of Foreign Studies, China},
	abstract = {Conceptualization of the cognitive operations of interpreting has led to many modeling attempts from scholars of both disciplines, firstly and mostly in simultaneous interpreting, and later further extrapolated to interpreting competence and curriculum design. The school policy adopted by AIIC in 1999, in the form of AIIC’s Best Practices for Conference Interpreting Training Programs, reaffirmed the apprenticeship approach in higher education. This approach has laid the groundwork for professional conference interpreter training, dominated interpreter training for two decades and is still feeding into explorations of interpreting pedagogy, not exclusively of conference interpreting, to date. Compound bilinguals develop two languages from the same representational meaning, and coordinate bilinguals learn their two languages from different social and cultural backgrounds and henceforward have dual sets of meaning representation. Evidence from the behavioral science might provide another potential angle to detect the training adequacy. © selection and editorial matter, Aline Ferreira and John W Schwieter.},
	publisher = {Taylor and Francis},
	isbn = {978-100080591-8; 978-036762348-7},
	language = {English},
	abbrev_source_title = {The Routledge Handb. of Translation, Interpreting and Bilingualism},
	type = {Book chapter},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@ARTICLE{Herold2011211,
	author = {Herold, Susann},
	title = {Training of "universal geniuses"? On the concept of competence and on models of translation competence; [Ausbildung von .,Universalgenies"? Zum Kompetenzbegriff und translatorischen Kompetenzmodellen]},
	year = {2011},
	journal = {Lebende Sprachen},
	volume = {55},
	number = {2},
	pages = {211 – 242},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84864639660&partnerID=40&md5=4ce60731001f59c5e9745a7cc293f785},
	affiliations = {Leipzig, Germany},
	abstract = {An important element in T&amp;I studies is the problem of teaching translation and interpreting. The following article does not, however, try to answer the question of whether and how we can teach translation to students. The focal point lies instead on the concept of translation/interpreting competence(s) and the question of whether cultivating all the competences identified by T&amp;I studies as essential to translating/interpreting does not in fact entail trying to turn students into universal geniuses. What would this mean for university teachers? And can we integrate the competences defined in T&amp;I studies into a concise model which can be of use in developing realistic teaching methods.},
	publisher = {Walter de Gruyter GmbH},
	issn = {00239909},
	language = {English},
	abbrev_source_title = {Leb. Sprachen},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 6}
}

@ARTICLE{Li2018159,
	author = {Li, Xiangdong},
	title = {Tailoring T&I curriculum for better employability: An exploratory case study of using internship surveys to inform curriculum modification},
	year = {2018},
	journal = {Onomazein},
	number = {40},
	pages = {159 – 182},
	doi = {10.7764/onomazein.40.10},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089298593&doi=10.7764%2fonomazein.40.10&partnerID=40&md5=03cf3e772da5383dca71563272a7450c},
	affiliations = {School of Translation Studies, Xi'an International Studies University, China},
	abstract = {T&I scholars advocate an experiential approach, for example, internships, to bridge curriculum-employability gap. However, the advantage of using internships to diagnose curriculum problems and tailor it to market needs is under-researched. This exploratory case study aimed at investigating interpreting students' internship responsibilities, the effect of internships and their inadequacies in internships, and ultimately diagnosing curriculum problems and making modifications accordingly. Twelve third-year MA students interning as interpreters contributed to the study through online questionnaires. The survey highlights that interpreters are supposed to provide both interpreting (mostly consecutive) and translation services in the local market, that internships can effectively upgrade their interpreting skills particularly professionalism, and that the interns' linguistic competence still needs improving. Accordingly, translation courses should be available for interpreting students; consecutive interpreting should be given more pedagogical attention; more internship opportunities should be introduced to the T&I curriculum and language enhancement courses should be added. This contribution provides a conceptual model for T&I curriculum development and demonstrates how to diagnose curriculum problems and tailor the curriculum to market needs. As an initial effort, the present study will hopefully lead to changes in curriculum development norms in collegiate T&I communities. © 2018 Pontificia Universidad Catolica de Chile. All rights reserved.},
	author_keywords = {Curriculum development; Curriculum modification; Employability; Internship; Market needs},
	correspondence_address = {X. Li; School of Translation Studies, Xi'an International Studies University, China; email: xiangdong813@gmail.com},
	publisher = {Pontificia Universidad Catolica de Chile},
	issn = {07171285},
	language = {English},
	abbrev_source_title = {Onomazein},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 4}
}

@ARTICLE{Mapson202163,
	author = {Mapson, Rachel and Major, George},
	title = {Interpreters, rapport, and the role of familiarity},
	year = {2021},
	journal = {Journal of Pragmatics},
	volume = {176},
	pages = {63 – 75},
	doi = {10.1016/j.pragma.2021.01.020},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101392341&doi=10.1016%2fj.pragma.2021.01.020&partnerID=40&md5=bff8a2be83258fa3cf927c7ad7ef0cba},
	affiliations = {Queen Margaret University, Edinburgh, EH21 6UU, United Kingdom; Auckland University of Technology, Private Bag 92006, Auckland, 1142, New Zealand},
	abstract = {This paper explores one of the conditions that can foster interpreters’ ability to process meaning: their familiarity with the primary participants. Discussion focuses on how latent networks (Watts, 2003) inform the interpretation of relational work (Locher and Watts, 2005) and rapport management (Spencer-Oatey, 2000/2008). The relationship between familiarity and interpretation of relational activity is illustrated through the juxtaposition of two independent studies. Data in the first study were generated through semi-structured group discussions involving eight experienced British Sign Language/English interpreters to identify contextual influences on their choice of interpreting strategies around im/politeness. The findings from the first study are complemented by an interactional sociolinguistic analysis of relational practice within healthcare. In this second study, observational recordings of two naturally-occurring general practice consultations, interpreted between Australian Sign Language and English, were supplemented with reflective interviews with the participants. Familiarity emerged as a strong theme across both studies. Familiarity provides the background knowledge enabling interpreters to better understand both the content and the intent of participants’ language. The knowledge afforded by familiarity reduces interpreters’ cognitive load and may therefore facilitate their greater focus on the relational aspects of the interaction. © 2021 Elsevier B.V.},
	author_keywords = {Australian Sign Language (Auslan); British Sign Language (BSL); Familiarity; Im/politeness; Interpreting; Rapport},
	correspondence_address = {R. Mapson; Queen Margaret University, Edinburgh, EH21 6UU, United Kingdom; email: rmapson@qmu.ac.uk},
	publisher = {Elsevier B.V.},
	issn = {03782166},
	language = {English},
	abbrev_source_title = {J. Pragmat.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 4; All Open Access, Green Open Access}
}

@ARTICLE{Rosendo202216,
	author = {Rosendo, Lucía Ruiz},
	title = {Interpreting for the military: Creating communities of practice},
	year = {2022},
	journal = {Journal of Specialised Translation},
	number = {37},
	pages = {16 – 34},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129273275&partnerID=40&md5=01a2b0fc341c755cf56a86769f159c59},
	affiliations = {The University of Geneva, Switzerland},
	abstract = {This article explores the creation of communities of practice in the context of military training and capacity-building missions deployed by Western armed forces in countries in conflict. It reports on a participatory study with Spanish military officers deployed in Afghanistan and civilian interpreters who worked for them. The discussion is framed in new military doctrines that advocate for strengthening local forces of countries in conflict and premised on Lave and Wenger’s (1991) social theory of learning. The article argues that, when civilian interpreters start to work for the military, they lack knowledge of military procedure and of interpreting skills. For their part, the military personnel are generally not aware of the non-linguistic elements and culture-specific aspects of communication. Group cohesion is created, allowing for an iterative exchange of information and a constant learning process. Since civilian interpreters have not been trained before being recruited by the armed forces, their role as interpreters is contingent on their role as legitimate peripheral participants in the military sphere. The interpreters’ personal background and their language proficiency in Spanish conditioned their degree of participation in the community of practice. © 2022 University of Roehampton. All rights reserved.},
	author_keywords = {community of practice; Interpreting; legitimate peripheral participants; military; situated learning},
	correspondence_address = {L.R. Rosendo; The University of Geneva, Switzerland; email: Lucia.Ruiz@unige.ch},
	publisher = {University of Roehampton},
	issn = {1740357X},
	language = {English},
	abbrev_source_title = {J. Spec. Transl.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 3}
}

@BOOK{Schick2005186,
	author = {Schick, Brenda and Williams, Kevin T.},
	title = {The Educational Interpreter Performance Assessment: Current structure and practices},
	year = {2005},
	journal = {Educational Interpreting: How It Can Succeed},
	pages = {186 – 205},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84895839497&partnerID=40&md5=ed0f8c7df84254be9a6f2b79cc90e19e},
	affiliations = {Speech, Language, and Hearing Sciences Department, University of Colorado, Boulder, CO, United States; EIPA Diagnostic Center, Boys Town National Research Hospital, Lied Learning and Technology Center for Childhood Deafness and Vision Disorders, Omaha, NE, United States},
	abstract = {The Educational Interpreter Performance Assessment (EIPA) is a process that is designed to evaluate the interpreting skills of educational interpreters in a classroom setting (Schick and Williams 1992). The EIPA is not limited to any one signed language or sign system, which is essential given the diverse signed languages that are used in the public schools. The tool can be used to evaluate interpreters who use Manually Coded English, or MCE (English-like signing); ASL, typically viewed as the signed language of the adult Deaf1 community; or PSE, the type of English signing found among those in the adult Deaf community (Bornstein 1990; Lucas and Valli 1989).2 In addition, different versions of the EIPA are used for interpreters who work in an elementary school and those who work in a secondary setting. In either version of the test, videotaped stimulus materials are used to collect two samples of the interpreter's work. One sample is of the interpreter's voice-to-sign skills, either translating or transliterating spoken English in the classroom environment into sign communication. The second sample is of the interpreter's sign-to-voice skills, either translating or transliterating what a deaf child signs into spoken English. A specially trained evaluation team, using an EIPA rating form, evaluates both samples. The process is described in more detail in the following sections, and a profile of skills at each level of the EIPA is shown in the appendix. © 2004 by Gallaudet University. All rights reserved.},
	publisher = {Gallaudet University Press},
	isbn = {1563683091; 978-156368309-1},
	language = {English},
	abbrev_source_title = {Educ. Interpreting: How It Can Succeed},
	type = {Book chapter},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 10}
}

@ARTICLE{Hsieh2013557,
	author = {Hsieh, Elaine and Pitaloka, Dyah and Johnson, Amy J.},
	title = {Bilingual Health Communication: Distinctive Needs of Providers from Five Specialties},
	year = {2013},
	journal = {Health Communication},
	volume = {28},
	number = {6},
	pages = {557 – 567},
	doi = {10.1080/10410236.2012.702644},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84884225028&doi=10.1080%2f10410236.2012.702644&partnerID=40&md5=3e3039cfc995219a222c658387f5b257},
	affiliations = {Department of Communication, University of Oklahoma, United States},
	abstract = {Understanding providers' expectations and needs for medical interpreters can provide important insight into the dynamics and process of interpreter-mediated medical encounters. This is one of the first mixed-methods studies on the similarities and differences of providers' views of interpreters across five specialties (i.e., obstetrics/gynecology, emergency medicine, oncology, mental health, and nursing). The two-stage studies include interview data with 39 providers and survey data with 293 providers. We used principal component analysis to identify three components in the survey data that represent providers' views of interpreters: Patient Ally, Health Care Professionals, and Provider Proxy. We then used the interview data as exemplars to illuminate the quantitative findings. Patient Ally was the only component that reached significant differences between different specialties. Providers from different specialty areas differ significantly in their expectations on interpreters' ability (a) to assist patients outside of medical encounters and (b) to advocate for the patient. In particular, nursing professionals place more importance on these two abilities than mental health providers and oncologists. Based on our findings, we proposed three research directions necessary to advance the field of bilingual health communication: to reevaluate and reconceptualize interpreters' appropriate performances with special attention to the Patient Ally dimension, to examine the commonly held attitudes for all providers and the potential tensions within these attitudes, and to identify contextual factors that influence participants' perceptions, evaluations, and choices of interpreters and their corresponding impacts. © 2013 Copyright Taylor and Francis Group, LLC.},
	keywords = {Emergency Medicine; Gynecology; Health Education; Health Personnel; Humans; Medical Oncology; Mental Health; Multilingualism; Needs Assessment; Nursing; Obstetrics; Principal Component Analysis; Qualitative Research; Specialization; Translating; article; emergency medicine; gynecology; health care personnel; health education; human; mental health; multilingualism; needs assessment; nursing; obstetrics; oncology; principal component analysis; qualitative research; specialization; translating (language)},
	correspondence_address = {E. Hsieh; Department of Communication, University of Oklahoma, Norman OK 73072, 610 Elm Ave. #101, United States; email: ehsieh@ou.edu},
	issn = {15327027},
	pmid = {22889407},
	language = {English},
	abbrev_source_title = {Health Commun.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 26; All Open Access, Green Open Access}
}

@ARTICLE{Andres2023196,
	author = {Andres, Dörte},
	title = {‘The times they are a-changin’: Competency-based conference interpreter training and the role of situational intelligence and adaptive expertise},
	year = {2023},
	journal = {Benjamins Translation Library},
	volume = {160},
	pages = {196 – 213},
	doi = {10.1075/btl.160.10and},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153181854&doi=10.1075%2fbtl.160.10and&partnerID=40&md5=b0f422cba5bcffbdca98ab29c7325ca8},
	affiliations = {University of Mainz, Germany},
	abstract = {Today’s interpreter training methods have largely been developed towards the end of the 20th century, and we must ask ourselves whether they still meet the requirements of today’s markets and how we can constantly adapt our training to meet new challenges and circumstances. To this end, the intensive linkage of research, training and practice is of fundamental importance in order to guarantee the type of professional training which enables students to learn the specific competencies required for professional practice. This paper first discusses competencies in general before turning to interpreting competencies in particular. It then focusses on one example, the competency of preparation, which might become ever more important in the future and thus warrants more attention in interpreter training. The scientific starting point is the general competency model of Kouwenhoven (2009). It serves as the basis for the Interpreting Studies view of preparation competency which will be examined from the perspective of situational intelligence (Jonnaert et al. 2007:196). Although preparation is a topic of discussion in Interpreting Studies publications, it is argued here that it needs to be more intensively integrated into regular conference interpreter training courses than has been the case in the past. After all, it plays an essential role in situational intelligence, which constitutes an important factor in competency-based interpreter training. Using two special training formats, the “Freitagskonferenz” at the Department of Translation, Language and Cultural Studies in Germersheim, and “SIMinar” at the Center for Translation Studies in Vienna, which was introduced there by Franz Pöchhacker, it will be shown how useful these special training formats are in terms of improving this important competency and how significant they are in promoting situational intelligence and thereby facilitating the shift from routine expertise to adaptive expertise, which in our changing times has become more necessary than ever before. © 2023 John Benjamins Publishing Company.},
	author_keywords = {adaptive expertise; competence-based training; interpreter training; knowledge; preparation; problem-based learning; routine expertise; situational intelligence},
	editor = {Zwischenberger C. and Reithofer K. and Rennert S. and University of Vienna},
	publisher = {John Benjamins Publishing Company},
	issn = {09297316},
	language = {English},
	abbrev_source_title = {Benjamins Transl.  Libr.},
	type = {Book chapter},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@ARTICLE{Albl-Mikasa201317,
	author = {Albl-Mikasa, Michaela},
	title = {Developing and cultivating expert interpreter competence},
	year = {2013},
	journal = {Interpreters Newsletter},
	volume = {18},
	pages = {17 – 34},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84904613640&partnerID=40&md5=9b7247e35ecef062e03cf66b54ad9e26},
	affiliations = {ZHAW Zurich University of Applied Sciences, Switzerland},
	abstract = {This paper explores the way in which 10 professional interpreters develop and cultivate their expert interpreter competence. It draws on semi-structured in-depth interviews and carries forward the previous process- and experience-based account of interpreter skills and (sub)competencies based on the same 90,000 word corpus (cf. Albl-Mikasa 2012). The main points addressed are the requirements that can be learned, the timeline of acquisition of the various (sub)competences, and the ways in which they are further developed. These ways include formal continuous professional development, semi-formal assignment- geared knowledge building, informal off-the-job acquisition of relevant information, on-the-job learning by doing, and the evolvement of savoir-faire in the course of professional life. © 2011 Universita' di Trieste.},
	publisher = {Edizioni Universita di Trieste},
	issn = {15914127},
	language = {English},
	abbrev_source_title = {Interpreters Newsl.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 27}
}

@ARTICLE{Ko2008814,
	author = {Ko, Leong},
	title = {Teaching interpreting by distance mode: An empirical study},
	year = {2008},
	journal = {Meta},
	volume = {53},
	number = {4},
	pages = {814 – 840},
	doi = {10.7202/019649ar},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-77950712304&doi=10.7202%2f019649ar&partnerID=40&md5=51f35cd5257b8f7a0c90e033528351aa},
	affiliations = {University of Queensland, Brisbane, Australia},
	abstract = {This paper is based on an empirical study of teaching liaison interpreting - specifically, dialogue interpreting, consecutive interpreting and sight translation - by distance mode. In this research, two groups of students were recruited - the experimental group to be taught by distance mode and a control group trained face-to-face. The training program lasted for 13 weeks or 39 hours, with three contact hours per week. The training followed the principle that no face-to-face contact with distance students was made during the training process, including the final examination. The major media used in the research included sound-only teleconferencing, telephone and the Internet. Students' interpreting skills including language transfer and paralinguistic skills were assessed in different tests including an independent national test. The results of the research indicate that students trained by distance mode can achieve a level similar or comparable to those trained in the face-to-face manner in terms of interpreting ability and skills. The research has generated pedagogical implications for future attempts to teach interpreting by distance mode.},
	author_keywords = {Liaison interpreting; Off-campus; On-campus; Teaching interpreting; Teleconferencing},
	correspondence_address = {L. Ko; University of Queensland, Brisbane, Australia; email: l.ko@uq.edu.au},
	publisher = {Presses de l'Universite de Montreal},
	issn = {00260452},
	language = {English},
	abbrev_source_title = {Meta},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 22; All Open Access, Green Open Access}
}

@ARTICLE{Schaeffer202090,
	author = {Schaeffer, Moritz and Huepe, David and Hansen-Schirra, Silvia and Hofmann, Sascha and Muñoz, Edinson and Kogan, Boris and Herrera, Eduar and Ibáñez, Agustín and García, Adolfo M.},
	title = {The Translation and Interpreting Competence Questionnaire: an online tool for research on translators and interpreters},
	year = {2020},
	journal = {Perspectives: Studies in Translation Theory and Practice},
	volume = {28},
	number = {1},
	pages = {90 – 108},
	doi = {10.1080/0907676X.2019.1629468},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067621249&doi=10.1080%2f0907676X.2019.1629468&partnerID=40&md5=6b9209fedd6bdb6a599f27ebaaa5d7be},
	affiliations = {Translation and Cognition Laboratory (TRA&CO), Johannes Gutenberg-University Mainz, Germersheim, Germany; Fachbereich Translations-, Sprach- und Kulturwissenschaft, Johannes Gutenberg-Universität Mainz, Germersheim, Germany; Center for Social and Cognitive Neuroscience (CSCN), School of Psychology, Universidad Adolfo Ibáñez, Santiago, Chile; Departamento de Lingüística y Literatura, Facultad de Humanidades, Universidad de Santiago de Chile, Santiago, Chile; Institute of Basic and Applied Psychology and Technology (IPSIBAT), National University of Mar del Plata, Mar del Plata, Argentina; National Agency of Scientific and Technological Promotion (ANPCyT), Buenos Aires, Argentina; Departamento de Estudios Psicológicos, Universidad Icesi, Cali, Colombia; Laboratory of Experimental Psychology and Neuroscience (LPEN), Institute of Cognitive and Translational Neuroscience (INCYT), INECO Foundation, Favaloro University, Buenos Aires, Argentina; National Scientific and Technical Research Council (CONICET), Buenos Aires, Argentina; Universidad Autónoma del Caribe, Barranquilla, Colombia; Centre of Excellence in Cognition and its Disorders, Australian Research Council (ACR), Sydney, Australia; Faculty of Education, National University of Cuyo (UNCuyo), Mendoza, Argentina},
	abstract = {Despite the growth of research on translation and interpreting, measures of competence in such activities typically stem from informal, non-validated instruments. This scenario casts doubts on the ensuing findings and hinders comparability across studies. To address the issue, we introduce the Translation and Interpreting Competence Questionnaire (TICQ), an online tool for collecting relevant quantitative and qualitative data. The instrument comprises three sections. Section A covers demographic data and aspects of language history and multilingual abilities. Sections B and C focus on translation and interpreting competence, respectively, via self-rating scales on modality-specific skills and questions about procedural, declarative, and otherwise professional factors. A stringent validation procedure based on data from 284 participants (including item reliability estimations, principal component analyses, and multigroup discriminant function analyses) revealed that the TICQ can robustly classify subjects in terms of their actual status (laymen, students, professionals) in the translation and interpreting communities –with an accuracy of roughly 80%. Importantly, the TICQ is available in three languages, it is fully customizable, and it can be administered online, locally or in pen-and-paper format. Briefly, this user-friendly tool provides comprehensive information for empirical investigations in the field, offering unprecedented opportunities to enhance sample selection, between-study comparisons, and meta-analytic research. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.},
	author_keywords = {interpreting competence; qualitative data; quantitative data; self-report questionnaire; statistical validation; Translation competence},
	correspondence_address = {A.M. García; Laboratory of Experimental Psychology and Neuroscience (LPEN), Institute of Cognitive and Translational Neuroscience (INCYT), INECO Foundation, Buenos Aires, Pacheco de Melo 1860, C1126AAB, Argentina; email: adolfomartingarcia@gmail.com},
	publisher = {Taylor and Francis Ltd.},
	issn = {0907676X},
	language = {English},
	abbrev_source_title = {Perspect. Stud. Transl.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 11}
}

@ARTICLE{Zheng20221038,
	author = {Zheng, Shaohui and Deng, Chaoqun},
	title = {A Study of Blended Teaching Practice of Business Interpreting Based on Objective Problem Orientation},
	year = {2022},
	journal = {Journal of Language Teaching and Research},
	volume = {13},
	number = {5},
	pages = {1038 – 1047},
	doi = {10.17507/jltr.1305.17},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85137319463&doi=10.17507%2fjltr.1305.17&partnerID=40&md5=8b63f1f731cb54923f62e27d9be420fb},
	affiliations = {School of Foreign Studies, Guangdong University of Petrochemical Technology, Guangdong, Maoming, China},
	abstract = {—Aiming to help cultivate students’ independent thinking and problem-solving ability, in accordance with the current situation and characteristics of Business Interpreting teaching in China, this paper proposes a blended online and offline teaching mode of Business Interpreting based on “objective problem orientation” with the help of the MOOC platform. Combined with scientific and reasonable formative assessment in teaching according to their aptitude, students are motivated to make full use of fragmented time to improve the efficiency of online and offline learning. Through pushing, discussing and solving five types of objective problems before class, in class and after class, students are asked to make more self-evaluation, peer evaluation on their simulating interpreting practice and teachers give more constructive advice in class and after class to help students further improve their practical interpreting skills. The results of the teaching experiment and the course satisfaction survey show that the proposed teaching mode can help to improve students’ interpreting skills, practical ability and the ability to solve cross-cultural problems, which provides an effective experimental reference for the future course enhancement of Business Interpreting. It is hoped that this mode can also provide a new perspective for the development and research of interpreting teaching in the post-epidemic era. © 2022 ACADEMY PUBLICATION.},
	author_keywords = {blended teaching; Index Terms—business interpreting; interpreting practice; objective problem},
	publisher = {Academy Publication},
	issn = {17984769},
	language = {English},
	abbrev_source_title = {J. Lang. Teach. Res.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; All Open Access, Bronze Open Access}
}

@ARTICLE{Xu2023,
	author = {Xu, Ying and Liu, Meihua},
	title = {Relations among and Predictive Effects of Anxiety, Enjoyment and Self-Efficacy on Chinese Interpreting Majors’ Self-Rated Interpreting Competence},
	year = {2023},
	journal = {Education Sciences},
	volume = {13},
	number = {5},
	doi = {10.3390/educsci13050436},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85160220848&doi=10.3390%2feducsci13050436&partnerID=40&md5=b901013a6f23b6bf34c528b1c07dff00},
	affiliations = {Department of English and International Studies, China Foreign Affairs University, Beijing, 100037, China; Department of Foreign Languages and Literatures, Tsinghua University, Beijing, 100084, China},
	abstract = {It is generally acknowledged that emotions play important roles in second/foreign language learning. Nevertheless, though interpreting is highly stressful, not much research on emotions has been conducted is this area. Hence, this research investigated foreign language anxiety and enjoyment in interpreting class and self-efficacy in learning interpreting among Chinese university majors of interpreting. Analyses of 67 mixed-form questionnaires revealed the following major findings: (a) More than half of the participants felt anxious in the interpreting class, (highly) enjoyed the interpreting class and had (great) self-efficacy in learning interpreting well; (b) Interpreting classroom anxiety, enjoyment and self-efficacy were significantly related to one another and students’ self-rated interpreting competence; (c) Interpreting classroom anxiety negatively predicted students’ self-rated Chinese–English interpreting competence, while social enjoyment positively predicted students’ self-rated English–Chinese interpreting competence; and (d) A number of factors were reported for students’ anxiety and enjoyment in interpreting class and self-efficacy in learning interpreting. Based on these findings, some implications were discussed. © 2023 by the authors.},
	author_keywords = {foreign language anxiety; foreign language enjoyment; interpreting class; self-efficacy; self-rated interpreting competence},
	correspondence_address = {M. Liu; Department of Foreign Languages and Literatures, Tsinghua University, Beijing, 100084, China; email: liumeihua@mail.tsinghua.edu.cn},
	publisher = {MDPI},
	issn = {22277102},
	language = {English},
	abbrev_source_title = {Educ. Sci.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 1; All Open Access, Gold Open Access}
}

@ARTICLE{Rakhmawati2016262,
	author = {Rakhmawati, Susi Septaviana},
	title = {The role of moving images in the conference interpreting classroom},
	year = {2016},
	journal = {Indonesian Journal of Applied Linguistics},
	volume = {5},
	number = {2},
	pages = {262 – 271},
	doi = {10.17509/ijal.v5i2.1350},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962157724&doi=10.17509%2fijal.v5i2.1350&partnerID=40&md5=cbb0c430b0729fb42dd3a0d614539d3e},
	affiliations = {Universitas Pendidikan Indonesia, Indonesia},
	abstract = {This paper reports on the study of the student interpreters' performance in conference interpreting classes in an Indonesian university when multimodal texts were provided as part of the teaching methods. It aims to answer how multimodal texts can influence interpreting performance among students. A case study design was used to allow an in-depth analysis of the students' interpreting performance as the phenomenon described (Yin, 2003) using triangulation of data analysis. Observation, interview, and seven transcription analysis from three students were carried out. Observation and interview result shows that the students used visual information such as lips movement, running text on video, moving images, and the speakers' gestures in their interpreting processes. Moreover, the students said that the existing method of teaching interpreting using multimodal texts is really helpful for them in developing their interpreting skills. Furthermore, transcription analysis also confirms that the student with multimodal strategies (facing the speaker, the screen/the video) performed better during interpreting process. However, a student who faces both did not seem to perform well. The indication is that he was unable to focus, being distracted and nervous. Thus, overall the student interpreters used visual information as part of multimodal communication, in addition to speech, working on the regular mode of listening and speaking during interpreting process, which suggest significant contribution of multimodal texts to better rendition in the target language.},
	author_keywords = {Interpreters' training; Multimodality; Simultaneous interpreting; Student interpreters},
	correspondence_address = {S.S. Rakhmawati; Universitas Pendidikan Indonesia, Indonesia; email: cseptaviana@gmail.com},
	publisher = {Indonesia University of Education},
	issn = {23019468},
	language = {English},
	abbrev_source_title = {Indones. J. Appl. Linguist.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 2; All Open Access, Gold Open Access}
}

@ARTICLE{Al-Sowaidi2023597,
	author = {Al-Sowaidi, Belqes and Mohammed, Tawffeek},
	title = {An Exploration of Student Interpreters’ Attitudes Towards the Undergraduate Interpreting Training Programmes at Yemeni Universities},
	year = {2023},
	journal = {Journal of Language Teaching and Research},
	volume = {14},
	number = {3},
	pages = {597 – 609},
	doi = {10.17507/jltr.1403.07},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159596625&doi=10.17507%2fjltr.1403.07&partnerID=40&md5=fa6e9fd347685527558bc83cd478f848},
	affiliations = {Center of Languages and Translation, Taiz University, Yemen; Department of Foreign Languages, University of the Western Cape, South Africa},
	abstract = {This study investigates the attitudes of trainee interpreters towards their training programmes at Yemeni universities. 61 interpreters in Taiz province participated in the study. A 16-item questionnaire was designed to explore their attitudes towards their programmes. The findings of this study show that the interpreters are not satisfied with the current programmes. The results also show that the programme does not adequately enhance the interpreting competence of would-be interpreters. The programme is mainly concerned with the enhancement of the linguistic and cultural competencies, paying less attention to other components of interpreting competence such as instrumental, psycho-physiological, and strategic. The results also show that respondents are not satisfied with the content of instructional modules, activities used in the training, the time allocated for practicums, and the amount of technology integration. This study has also investigated the interpreting directionality of beginner and advanced student interpreters at Al-Saeed University by quantitatively analysing their final scores in interpreting modules. Beginner and advanced groups in the current study demonstrate different levels of interpreting competence in both directions. The results from various statistical tools show that student interpreters, whether beginners or advanced, are more competent to interpret into their mother tongue, while very few of them show balanced skills in both directions. Additionally, the overall scores of beginner and advanced student interpreters in both directions do not reflect the expected level of proficiency. © 2023 ACADEMY PUBLICATION.},
	author_keywords = {Interpreting; interpreting competence; programme; training; Yemeni Universities},
	publisher = {Academy Publication},
	issn = {17984769},
	language = {English},
	abbrev_source_title = {J. Lang. Teach. Res.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; All Open Access, Bronze Open Access, Green Open Access}
}

@ARTICLE{Povoroznyuk2022493,
	author = {Povoroznyuk, Roksolana},
	title = {PSYCHOLINGUISTIC ASPECTS OF TEACHING COMMUNITY INTERPRETING IN UKRAINE},
	year = {2022},
	journal = {Astra Salvensis},
	volume = {2022},
	number = {1},
	pages = {493 – 509},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133864184&partnerID=40&md5=b4b3aa59620f5d3443c8af238acf64d3},
	affiliations = {Department of Theory and Practice of Translation from English, Taras Shevchenko National University of Kyiv, Kyiv, Ukraine},
	abstract = {The author offers their understanding of the national specifics of teaching interpretation at the higher educational institutions in Ukraine. The attention is directed at the specifics of the elective courses included in the curriculum for the above-mentioned purposes. Using theoretical and empirical methods, the author substantiates the technique of applying psycholinguistic tools to the formation of interpreting skills and procedures of rendering the culture-specific information. The main provisions of applying the underlying principles of community interpreting are presented; the pedagogical process involving this method of training is characterized. These opportunities allow future professionals to implement their expertise and competencies successfully, to facilitate the problem-solving for the foreign speakers and to proceed via the requisite stages of gaining exposure to the Ukrainian language and culture. © 2022 Transilvanian Association for the Literarure and Culture of Romanian People (ASTRA). All rights reserved.},
	author_keywords = {communicative competence; community interpreting; context; curriculum; training tools and procedures},
	publisher = {Transilvanian Association for the Literarure and Culture of Romanian People (ASTRA)},
	issn = {23934727},
	language = {English},
	abbrev_source_title = {Astra Salvensis},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@BOOK{Kurz20059,
	author = {Kurz, Kim Brown and Langer, Elizabeth Caldwell},
	title = {Student perspectives on educational interpreting: Twenty deaf and hard of hearing students offer insights and suggestions},
	year = {2005},
	journal = {Educational Interpreting: How It Can Succeed},
	pages = {9 – 47},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-31144451178&partnerID=40&md5=fdecdb6e9f04ea7eb2205c0a764070fb},
	affiliations = {Interpreter Training Program, Johnson County Community College, Overland Park, KS, United States; Speech, Language, and Hearing Sciences Department, University of Colorado, Boulder, CO, United States},
	abstract = {This chapter unveils the viewpoints and suggestions of twenty deaf and hard of hearing students with respect to learning by means of interpretation. First, students and their parents explain why they chose placements in mainstream settings with interpreters rather than in self-contained deaf classrooms or in schools for the deaf. Next, deaf students describe how interpreter skill levels affect them, how they view their interpreters' roles, and what social and academic challenges arise when learning through interpretation. The chapter also shares what deaf and hard of hearing students would like to say to interpreters, mainstream teachers, hearing peers, and interpreter coordinators to make education in the mainstream more comfortable and accessible for them. Finally, deaf and hard of hearing students and their parents offer helpful hints for effectively using interpreters in academic settings. © 2004 by Gallaudet University. All rights reserved.},
	publisher = {Gallaudet University Press},
	isbn = {1563683091; 978-156368309-1},
	language = {English},
	abbrev_source_title = {Educ. Interpreting: How It Can Succeed},
	type = {Book chapter},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 20}
}

@ARTICLE{Chang2017294,
	author = {Chang, Chia-chien and Wu, Michelle Min-chia},
	title = {From conference venue to classroom: the use of guided conference observation to enhance interpreter training},
	year = {2017},
	journal = {Interpreter and Translator Trainer},
	volume = {11},
	number = {4},
	pages = {294 – 315},
	doi = {10.1080/1750399X.2017.1359759},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85028522196&doi=10.1080%2f1750399X.2017.1359759&partnerID=40&md5=c223bf3816af084ad663759d9c7c23d2},
	affiliations = {Department of Foreign Languages and Literatures, National Taiwan University, Taipei, Taiwan},
	abstract = {The opportunity to attend real international conferences and observe professional interpreters in action has long been regarded as an integral part of conference-interpreting training. This study investigates the use of a conference-observation form designed by two interpreting trainers to make conference attendance more effective and relevant for interpreting trainees by guiding them through the observation process and leading them to reflect on the observation experience. The form was constructed to direct students’ attention to various interpreting-related aspects of the conferences under study. To complete the form, students are required to carry out the following tasks. 1. To describe the layout of the conference venue. 2. To select three speakers from the agenda, closely observe their delivery style and content, and assess the challenges their speeches pose for interpreters. 3. To listen closely to the interpretations to identify the strategies implemented by the interpreters as they try to overcome the above-mentioned challenges. 4. To listen solely to an interpreter (i.e. not the corresponding speaker) for a self-designated period, and imagine the experience of a conference attendee who relies solely on interpretation to follow what is said during the conference. 5. To reflect on what they have learned from their observations, and how the experience has affected their approach to the acquisition of interpreting skills. We collected 50 reports on 20 conferences from 17 interpreting students. The conferences took place at different venues and covered a wide range of topics. The conference-observation form was found to be effective in facilitating extensive and in-depth observation and reflection. The results of the study also show that attending actual conferences provides conference-interpreting students with authentic insights into the use of interpreting skills in the real world. © 2017 Informa UK Limited, trading as Taylor & Francis Group.},
	author_keywords = {Conference interpreting; conference observation; interpreter training},
	correspondence_address = {C.-C. Chang; Department of Foreign Languages and Literatures, National Taiwan University, Taipei, Taiwan; email: chiachienchang@ntu.edu.tw},
	publisher = {Taylor and Francis Ltd.},
	issn = {1750399X},
	language = {English},
	abbrev_source_title = {Interpet Transl. Train.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 4}
}

@BOOK{Munyangeyo2016161,
	author = {Munyangeyo, Théophile},
	title = {Insight into ethical dilemmas in public service interpreting and interpreters’ training needs},
	year = {2016},
	journal = {Challenges and Opportunities in Public Service Interpreting},
	pages = {161 – 189},
	doi = {10.1057/978-1-137-45000-5_7},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85017638853&doi=10.1057%2f978-1-137-45000-5_7&partnerID=40&md5=f98f1b817593319de934e92d0e7120c4},
	affiliations = {Leeds Beckett University, Leeds, United Kingdom},
	abstract = {This chapter considers a range of ethical dilemmas that occur during Public Service Interpreting scenarios and suggests how interpreter training might offer strategies to deal with them. It is based on research undertaken by an experienced linguist and interpreter trainer. As an outsourced sector, Public Service Interpreting (PSI) has suffered from the shortage of qualified interpreters. Many interpreting courses in PSI have taken the form of fast-track schemes, through short courses that lack adequate reflective practices. Relying on freelance interpreters and on those hired by profit-driven Language Service Providers (LSPs), PSI has not fostered a continuous personal development culture by its nature and scope. In this context, interpreting competence has too often been measured against a set of benchmarks of bilingualism based on the level of communication, linguistic and interpreting skills. While the code of conduct and ethics have generally been considered in the form of a box-ticking exercise, the lack of reflective practice has not allowed public services interpreters to learn from experiences where they face dynamic ethical dilemmas. The study that forms the basis of this chapter is a narrative inquiry investigating ways in which the expectations for interpreting competence and the interpreter’s behaviour can lead to conflicting perspectives that somePSI settings display for some language pairs. A narrative analysis of self-reported experiences lived by interpreters enables us to examine and to understand how and why some of the ethical dilemmas that PSI settings present can be addressed, by the development of interpreter training which is informed by clear and meaningful self-directed learning frameworks. © The Editor(s) and The Author(s) 2016.},
	publisher = {Palgrave Macmillan},
	isbn = {978-113745000-5; 978-113744999-3},
	language = {English},
	abbrev_source_title = {Challenges and Opportunities in Public Service Interpreting},
	type = {Book chapter},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 2}
}

@ARTICLE{He2021181,
	author = {He, Yan and Wang, Jiayi},
	title = {Eye Tracking Uncertainty Management in Sight Translation: Differences Between Professional and Novice Interpreters},
	year = {2021},
	journal = {New Frontiers in Translation Studies},
	pages = {181 – 200},
	doi = {10.1007/978-981-16-2070-6_9},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85119652144&doi=10.1007%2f978-981-16-2070-6_9&partnerID=40&md5=28a33e5254fd26bdab380ab6e32cac83},
	affiliations = {Fudan University, Shanghai, China; Hunan Institute of Engineering, Xiangtan, China},
	abstract = {Uncertainty management has been suggested to be a vital part of maintaining smooth interpreting. However, how interpreters manage uncertainty is poorly understood. We investigated the interplay between interpreting competence and uncertainty management and combined eye-tracking data, interpreting output and retrospective interviews to answer the following questions: (a) how does interpreting competence impact the cognitive processing and strategy use in uncertainty management? (b) are professionals more risk-taking than novices? (c) how do interpreters balance risk, strategy, and effort with different degrees of competence? Our findings revealed that (1) professionals were more efficient and more resourceful in handling uncertain items. They had a larger strategy set and were more proficient in adopting global strategies which anchor single word or phrase to larger contexts; (2) the professionals were more risk-taking than novices; (3) the professionals were more efficient in uncertainty management in high-risk contexts. © 2021, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.},
	author_keywords = {Eye-tracking; Interpreting competence; Risk-taking; Strategy; Uncertainty management},
	correspondence_address = {Y. He; Fudan University, Shanghai, China; email: heyanhy@fudan.edu.cn},
	publisher = {Springer Science and Business Media Deutschland GmbH},
	issn = {21978689},
	language = {English},
	abbrev_source_title = {New Front. Transl. Stud.},
	type = {Book chapter},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@ARTICLE{Li2015169,
	author = {Li, Xiangdong},
	title = {Designing a sight translation course for undergraduate t&i students from context definition to course organization},
	year = {2015},
	journal = {Revista Espanola de Linguistica Aplicada},
	volume = {28},
	number = {1},
	pages = {169 – 198},
	doi = {10.1075/resla.28.1.08li},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84976510469&doi=10.1075%2fresla.28.1.08li&partnerID=40&md5=9453f86a48da5064f6830b725391a3d3},
	affiliations = {Xi’an International Studies University, School of Translation Studies, South Wenyuan Road Chang’an, Xi’an, 710128, Shaanxi, China},
	abstract = {Sight translation is widely used in the T&I classroom as a pedagogical tool to enhance trainees’ acquisition of interpreting skills and as a communicative tool to prepare trainees for the translation market. Sight translation, as a separate course, or at least as a necessary component of an interpreting course, is increasingly visible in most T&I programs. However, the pedagogy of sight translation is a rarely touched upon topic in the current literature. This article discusses the design of a sight translation course as a stepping stone for interpreting courses in an undergraduate program. Graves’ (2000) course development model is adapted to serve as the framework of course design. Drawing on findings from previous research, the author describes the five initial elements of course design: context definition, articulation of beliefs, content conceptualization, goals and objectives formulation, and course organization. This article aims at inspiring fellow trainers to design sight translation courses and other T&I courses in a scientific and systematic way. © John Benjamins Publishing Company.},
	author_keywords = {Articulation of beliefs; Content conceptualization; Context definition; Course design; Course organization; Formulation of goals and objectives; Sight translation},
	correspondence_address = {X. Li; Xi’an International Studies University, School of Translation Studies, Xi’an, South Wenyuan Road Chang’an, 710128, China; email: xiangdong813@gmail.com},
	publisher = {John Benjamins Publishing Company},
	issn = {02132028},
	language = {English},
	abbrev_source_title = {Rev.Esp. Ling. Apli.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 3}
}

@ARTICLE{Gutierrez202081,
	author = {Gutierrez, Raquel Lazaro and Blasi, Laura Gauthier},
	title = {Towards the professionalization of interpreting in the healthcare setting. What degree of (in)visibility for the interpreter?; [Vers la professionnalisation de linterpretation en milieu de soins de sante. Quel degre d(in)visibilite pour linterprete ?]},
	year = {2020},
	journal = {Interpreters Newsletter},
	volume = {25},
	pages = {81 – 94},
	doi = {10.13137/2421-714X/31239},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148031178&doi=10.13137%2f2421-714X%2f31239&partnerID=40&md5=f3b7af5e9fbee09d4e9080c39192f4da},
	affiliations = {FITISPos-UAH Group, Universidad de Alcala, Spain; Universidad Europea de Madrid, Spain},
	abstract = {Healthcare interpreting is a relatively new profession from two perspectives. Its many facets are still being studied in the field of Interpreting Studies and, more often than not, it does not rely on a full-fledged workforce. It requires particular professional translation and interpreting competences. Moreover, this profession is anchored in the new multicultural societies and faces new challenges that we will try to analyse within the framework of the sociology of the professions. This allows us to understand how a profession works, how it is recognized, and what is needed to achieve this recognition. We will attempt to define healthcare interpreting and explain the importance of recognizing it as a social practice. Against this backdrop, we will discuss the paradigm of invisibility, a principle that has been addressed in training programmes since the beginning of the professionalisation process of interpreting and translation. © 2020 Edizioni Universita di Trieste. All rights reserved.},
	author_keywords = {Ethics; Healthcare interpreting; Invisibility; Occupational sociology; Profession},
	publisher = {EUT Edizioni Universita di Trieste},
	issn = {15914127},
	language = {French},
	abbrev_source_title = {Interpreters Newsl.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@BOOK{Figiel2020221,
	author = {Figiel, Wojciech},
	title = {New technologies in teaching interpreting to students with visual impairments},
	year = {2020},
	journal = {The Role of Technology in Conference Interpreter Training},
	pages = {221 – 236},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117044428&partnerID=40&md5=09605af8f5daec1859436554020fc0e1},
	affiliations = {University of Warsaw, Poland},
	abstract = {Although there have been some successful blind students of interpreting, virtually no attention has been devoted to their training and the methods they use to develop their interpreting skills. Based on a series of in-depth interviews with blind interpreters from Poland, the author suggests how to tackle some of the barriers that blind interpreters may encounter. Since the sample is age-diverse, the paper contains an overview of methods and technologies used by blind interpreting students over the past few decades. The main section of the paper is devoted to the discussion of some of the challenges experienced by blind students of both consecutive and simultaneous interpreting. Those challenges include spatial orientation, use of preparatory materials, and visual aids. In particular, the issue of note-taking in consecutive is addressed by presenting some of the available solutions elaborated by the blind themselves, including the one devised by the author. The author also discusses his experiences as a blind teacher of interpreting. © Peter Lang AG 2020. All rights reserved.},
	publisher = {Peter Lang AG},
	isbn = {978-178874408-9; 978-178874407-2},
	language = {English},
	abbrev_source_title = {The Role of Technology in Conf. Interp. Train.},
	type = {Book chapter},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@ARTICLE{Ackroyd2018195,
	author = {Ackroyd, Vicci and Wright, Barry},
	title = {Working with British Sign Language (BSL) interpreters: lessons from child and adolescent mental health services in the U.K.},
	year = {2018},
	journal = {Journal of Communication in Healthcare},
	volume = {11},
	number = {3},
	pages = {195 – 204},
	doi = {10.1080/17538068.2018.1492218},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85049659976&doi=10.1080%2f17538068.2018.1492218&partnerID=40&md5=47fa16ff93e0a0a2206598c2e0090202},
	affiliations = {National Deaf CAMHS, York, United Kingdom; COMIC, IT Centre, Innovation Way, Heslington, York, YO10 5LN, United Kingdom},
	abstract = {Background: Having good access to information is crucial when attending an appointment with a health professional; for 5% of the world’s population, who have some degree of hearing loss, this is challenging. With the introduction of acts against discrimination in the U.K., there is a responsibility to provide equitable access to services; best practice states that professionals should work with a registered British Sign Language Interpreter. In child and adolescent mental health services, practitioners may work with the deaf child/young person and their families; this presents many challenges. Previous models of interpreting do not lend themselves to this setting; interpreters need to have high levels of language and two-way interpreting skills, imparting detailed information about language and communication demands they face. Method: The role of the interpreter in the team was audited at two time points using an activity recording sheet; this is integrated with available literature and our clinical expertise. Results: Based on iterative audits and expert panels to discuss good practice, we have formulated a helpful way of working with interpreters. To enable robust assessments and therapeutic interventions, clinicians and interpreters are required to co-work. We discuss our experiences of helpful practices when working with interpreters including the importance of pre-appointment meetings, co-working during sessions, and debriefing. Conclusion: We make recommendations for working with deaf children/young people, improving communication with them and their families, and their experience of services, all of which could potentially improve outcomes. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.},
	author_keywords = {child mental health; deaf children; deafness; health services accessibility; healthcare communication; Interpreters; sign language},
	correspondence_address = {V. Ackroyd; National Deaf CAMHS, York, United Kingdom; email: v.ackroyd@nhs.net},
	publisher = {Taylor and Francis Ltd.},
	issn = {17538068},
	language = {English},
	abbrev_source_title = {J. Commun. Healthc.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 5; All Open Access, Green Open Access}
}

@ARTICLE{Yu2022269,
	author = {Yu, Zhibin and Dong, Yanping},
	title = {The Emergence of a Complex Language Skill: Evidence from the Self-organization of Interpreting Competence in Interpreting Students},
	year = {2022},
	journal = {Bilingualism},
	volume = {25},
	number = {2},
	pages = {269 – 282},
	doi = {10.1017/S1366728921000870},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85116586195&doi=10.1017%2fS1366728921000870&partnerID=40&md5=b2e42c2ac8377a6b10207239a6451475},
	affiliations = {Renji Faculty, Wenzhou Medical University, Wenzhou, China; Department of Linguistics, Zhejiang University, Hangzhou, China},
	abstract = {Research on the development of interpreting competence could be a window to the issue of how L2 learners develop complex language skills. The present study conducted a longitudinal experiment with beginning interpreting students, exploring the change of relationship between consecutive interpreting (CI) competence and two related capacities (i.e., language competence and memory capacity). Two major results were revealed. First, in general, more language skills and working memory (WM) spans got correlated with CI performance at the later stage of CI training. Second, a fit structural equation model of CI competence could only be reported in the post-Test. We may therefore conclude that the development of interpreting competence is at least partly a result of the self-organization of the interpreting competence system, in which relevant components get mobilized, and a better coordinated structure emerges. Implications for the development of complex language skills and for the concept of self-organization are discussed. Copyright © The Author(s), 2021. Published by Cambridge University Press.},
	author_keywords = {Dynamic Systems Theory; interpreting competence; language competence; self-organization; structural equation modeling; working memory},
	correspondence_address = {Y. Dong; Department of Linguistics, Zhejiang University, Hangzhou, China; email: ypdong@zju.edu.cn},
	publisher = {Cambridge University Press},
	issn = {13667289},
	language = {English},
	abbrev_source_title = {Bilingualism},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 2; All Open Access, Hybrid Gold Open Access}
}

@ARTICLE{de Alencar2016137,
	author = {de Alencar, Valeria Peixoto},
	title = {Beyond museum walls: Visual narratives through images and history},
	year = {2016},
	journal = {International Journal of Education Through Art},
	volume = {12},
	number = {2},
	pages = {137 – 151},
	doi = {10.1386/eta.12.2.137_1},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84970028102&doi=10.1386%2feta.12.2.137_1&partnerID=40&md5=483db43f378bac7f689459519134e1b2},
	affiliations = {São Paulo State University, Brazil},
	abstract = {This article presents the analysis of visual narratives produced by 13–14-year-old students after visiting a historical exhibition at Museu Paulista of the University of São Paulo, Brazil. Our goal was to understand which memories and reflections remained latent after the educational visit. In order to do so, we proceeded with a follow-up activity at the school the students attend. The discussion we propose concerning the relationship between image and history was mainly introduced by Burke, whereas Hooper-Greenhill focused on the images in a history museum context. Furthermore, we analyse to what extent a display designed 90 years ago can impact the production of these students. In addition, there was considerable effort by the museum educators to help them develop critical interpreting skills. The idea of ‘real learning’ of Atkinson also contributed to my considerations on the students’ work. © 2016 Intellect Ltd Article. English language.},
	author_keywords = {History museums; Museu Paulista; Museum education; Visual arts education},
	correspondence_address = {V.P. de Alencar; Instituto de Artes, UNESP, São Paulo, Rua Dr. Bento Teobaldo Ferraz, 271, Barra Funda, CEP: 01140-070, Brazil; email: valeria.alencar@bienal.org.br},
	publisher = {Intellect Ltd.},
	issn = {17435234},
	language = {English},
	abbrev_source_title = {Int. J. Educ. Through Art},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 2}
}

@ARTICLE{Chan20231242,
	author = {Chan, Venus},
	title = {Investigating the impact of a virtual reality mobile application on learners' interpreting competence},
	year = {2023},
	journal = {Journal of Computer Assisted Learning},
	volume = {39},
	number = {4},
	pages = {1242 – 1258},
	doi = {10.1111/jcal.12796},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85147504617&doi=10.1111%2fjcal.12796&partnerID=40&md5=efc4a1498c405edd757c2d1364bc4066},
	affiliations = {Department of Humanities, Language and Translation, Hong Kong Metropolitan University, Hong Kong},
	abstract = {Background: This research is inspired by the challenges encountered in interpreter training, changes in learning needs in the technological era, the educational paradigm shift caused by the COVID-19 pandemic, the lack of studies on combining virtual reality (VR)_and mobile technologies, and literature gaps in the field of the incorporation of technology in interpreter education. Objectives: This research aims to develop a mobile-based VR application for bi-directional English-Chinese and Chinese-English interpreting learning named ‘Virtual Interpreting Practice’ (VIP) based on an interpreting competence model and to investigate its impact on students' self-rated language and interpreting proficiency levels as well as their declarative knowledge and operative skills as reflected in different interpreting modes (sight and consecutive) and language directions (English-Chinese and Chinese-English). The VIP app contains learning resources, including 13 learning modules covering both interpreting modes, practical topics and contexts, video lectures and demonstrations, fully immersive VR and non-VR practice, glossary lists, source texts, translated texts and an online feedback platform. Methods: Thirty-one native Chinese-speaking English as a second/foreign (ESL/EFL) undergraduate students used the app for self-directed learning. The data were collected by the pre-study and post-study questionnaires as well as the pre-test and post-test. Results and Conclusions: The results indicate that the use of VIP significantly raised the students' self-rated language and interpreting proficiency levels as well as their interpreting performance in both modes and language directions. While the students performed better in sight interpreting and Chinese-English interpreting, they achieved a significantly higher improvement rate in consecutive interpreting and English-Chinese interpreting. © 2023 John Wiley & Sons Ltd.},
	author_keywords = {interpreting competence; mobile application; mobile-assisted language learning (MALL); virtual reality (VR); VR-assisted language learning (VRALL)},
	correspondence_address = {V. Chan; Hong Kong Metropolitan University, Hong Kong; email: vwmchan@hkmu.edu.hk},
	publisher = {John Wiley and Sons Inc},
	issn = {02664909},
	language = {English},
	abbrev_source_title = {J. Comput. Assisted Learn.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 2}
}@ARTICLE{van Dyk2010291,
	author = {van Dyk, Jeanne},
	title = {Multilingual news websites as a resource for interpreter training},
	year = {2010},
	journal = {Southern African Linguistics and Applied Language Studies},
	volume = {28},
	number = {3},
	pages = {291 – 297},
	doi = {10.2989/16073614.2010.545031},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-82455232052&doi=10.2989%2f16073614.2010.545031&partnerID=40&md5=0b5944cb1298d68545060e23fd15986f},
	affiliations = {Department of Modern European Languages, University of Pretoria, 0002 Pretoria, Lynwood Road, South Africa},
	abstract = {The information technology revolution can substantially support and serve interpreter training. Whether the main purpose is acquiring interpreting skills or developing communication competence, the use of multilingual news websites is a very economical method to prepare students for the subsequent consecutive and simultaneous interpreting techniques. Initially, but also throughout the entire training period, interpreting students are exposed to several complementary interpreting techniques, the most common of which are oral summaries, sight translations and reformulations. By using Internet resources, all three of these techniques can be practiced in one oral translation method. The method can be divided into three stages: a contextualisation stage, sight translation stage and reinforcement stage. Each stage contains several steps that can be used flexibly. It proves particularly useful in the context of interpreter training in South Africa at the university I represent, as it enables students to acquire valuable general knowledge and improve their working languages while learning interpretation skills. This article aims to underscore the benefits of using multilingual news websites in interpreting training. It proposes a teaching method and a pedagogical application of sight translation practice, with brief examples taken from French, German, Spanish and English translation combinations. © NISC (Pty) Ltd.},
	correspondence_address = {J. van Dyk; Department of Modern European Languages, University of Pretoria, 0002 Pretoria, Lynwood Road, South Africa; email: jeanne.vandyk@up.ac.za},
	issn = {17279461},
	language = {English},
	abbrev_source_title = {South. Afr. Linguist. Appl. Lang. Stud.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@ARTICLE{Bubnova2018171,
	author = {Bubnova, Anna S.},
	title = {Teaching of interpreting: Shadowing as a multifunctional preliminary exercise},
	year = {2018},
	journal = {Perspektivy Nauki i Obrazovania},
	volume = {35},
	number = {5},
	pages = {171 – 178},
	doi = {10.32744/pse.2018.5.19},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85059559508&doi=10.32744%2fpse.2018.5.19&partnerID=40&md5=74dd468a33041b26afa3878244b96ded},
	affiliations = {Department of French studies and translation, Nizhny Novgorod State Linguistic University, N. Novgorod, Russian Federation},
	abstract = {This article states the necessity of earlier and more intensive training of interpreting skills and provides a brief description of a training exercise called shadowing. Many textbooks on interpreting provide specific training for each skill while shadowing as training exercise contributes to simultaneous development of many skills. A brief version of shadowing is widely used at schools of interpreting and by independent interpreters as part of their self-training. The author of this article provides a full version of shadowing, two work procedures and shows how a number of key skills essential for any interpreter like good memory, concentration, quick switch between languages and others are trained. Shadowing can be used both with groups and individually. It can also be used by all students in class or outside the classroom, without an instructor or sophisticated equipment. This article is a kind of pioneer among Russian research works on interpreters' training. © 2018 Perspektivy Nauki i Obrazovania. All rights reserved.},
	author_keywords = {Consecutive interpreting; Interpreter's skills; Interpreting; Preliminary exercises; Self-training; Simultaneous interpreting; Teaching of interpreting},
	correspondence_address = {A.S. Bubnova; Department of French studies and translation, Nizhny Novgorod State Linguistic University, N. Novgorod, Russian Federation; email: frenjap@yandex.ru},
	publisher = {LLC Ecological Help},
	issn = {23072334},
	language = {Russian},
	abbrev_source_title = {Perspekt. Nauki Obraz.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; All Open Access, Bronze Open Access}
}

@ARTICLE{Nanivska2020353,
	author = {Nanivska, Lidiia L. and Shcherba, Oksana V. and Pasichnyk, Susanna M. and Kozyar, Mykhaylo M. and Savka, Iryna V.},
	title = {Future translator training based on an integrated approach},
	year = {2020},
	journal = {Journal of Education and e-Learning Research},
	volume = {7},
	number = {4},
	pages = {353 – 359},
	doi = {10.20448/journal.509.2020.74.353.359},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092616646&doi=10.20448%2fjournal.509.2020.74.353.359&partnerID=40&md5=a9a49e49463b5ec0c76d74ab01cab770},
	affiliations = {Hetman Petro Sahaidachnyi National Army Academy, Lviv, Ukraine; Lviv State University of Life Safety, Lviv, Ukraine; Ivan Franko National University of Lviv, Lviv, Ukraine},
	abstract = {The aim of this research is to identify the efficiency of an integrated approach for the provision of high-quality professional training for future translators. The analysis uses a model that involves a case study based on integrated activity and competence-based approaches. It was tested on the translation of scientific and technical literature, which is a subject that is included in the educational and vocational program for training students majoring in philology and translation. To analyze data obtained during the pedagogical experiment, and to consider the dynamics of changes in the levels of bilingual, extralinguistic, interpretive, and personality development sub- competences (components of translation competence of students), we used STATA software and online resources for calculating independent t - test samples. The conducted research proved the efficiency of the experimental model involving the case study based on integrated activity and competence-based approaches to form and develop the translation competence of future translators. We found that the experimental model applied in the process of professional translator training had the most significant impact on the formation and development of extralinguistic sub-competence, interpreting sub-competence (which includes knowledge of general principles of translation, knowledge of means of automated translation and electronic dictionaries, skills and abilities of their use in practice), and bilingual sub-competency. The study proved that the model contributed to students' educational motivation and learning of moral and ethical rules that apply to life and work.  © 2020 by the authors.},
	author_keywords = {Assessment of student translation performance; Components of translation competence; Integrated approaches in education; Integration problems of teaching content in pedagogical theory and practice; Interpreting competence; Translation competency; Translator training in higher education institutions},
	correspondence_address = {L.L. Nanivska; Hetman Petro Sahaidachnyi National Army Academy, Lviv, Ukraine; email: lida_88@ukr.net},
	publisher = {Asian Online Journal Publishing Group},
	issn = {25180169},
	language = {English},
	abbrev_source_title = {J. Educ. e-Learn. Res.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; All Open Access, Bronze Open Access, Green Open Access}
}

@ARTICLE{Gambier20161,
	author = {Gambier, Yves and Pöchhacker, Franz and Toury, Gideon},
	title = {BE(com)ing a conference interpreter},
	year = {2016},
	journal = {Benjamins Translation Library},
	volume = {124},
	pages = {1 – 416},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105500306&partnerID=40&md5=ed4c77764df9112fe13bbc81a92d5bf9},
	affiliations = {University of Turku, Finland; University of Vienna, Austria; Tel Aviv University, Israel},
	abstract = {Based on a 4-year ethnographic study of conference interpreters working for the EU institutions' interpreting services conducted between 2007 and 2011, this book describes conference interpreting as a practice, that is, the 'lived work' (Clancey 2006) of professionals. This approach builds on the idea that conference interpreters do not perform their job in isolation, but in a team with colleagues and in a wider social and organizational framework which shapes the conditions under which they work and the professional requirements put upon them. Its attention to the social and institutional embedding of conference interpreting also reflects recent developments in Translation Studies. These have resulted in an increased focus on interpreters as social agents and a new openness to interdisciplinary research (Pöchhacker 2009). The study was motivated by the gap that interpreter trainers and institutional recruiters observe between, on the one hand, the level of competence acquired by graduates who are successful in EU accreditation tests and, on the other hand, that which is needed to perform adequately in EU interpreting assignments. Drawing on documentary evidence, interview data and field notes resulting from observant participation of Dutch, English and Polish booth interpreters working for the interpreting services of the European Commission (DG SCIC) and the European Parliament (DG INTE), the book first describes how EU interpreters are employed by the interpreting DGs of the European Commission and the European Parliament in a highly institutionalized and complex environment. It demonstrates that, although they are divided into various subgroups along organizational (DG SCIC vs. DG INTE), administrative (ACIs/freelancers vs. officials) and linguistic (based on A-language) lines, the specific characteristics of their work context define them as a community of practice (Wenger 1998) with a joint professional mission. Both gate-keeping (accreditation tests and staff competitions) and quality standards are shown to be mainly managed by members of the community itself. Subsequently, a series of major distinctive features of EU interpreting work and their implications for the knowledge and skills required of practitioners are discussed. First, as a result of the EU's policy of multilingualism, large language regimes are common in EU meetings. As these involve extensive recourse to retour and relay interpreting, insight in the implications of the information provided on the team sheet and proficiency in the interaction with the simultaneous interpreting equipment are indispensable for interpreters. Second, meeting types and subject fields vary across space (i.e. the working places and buildings of the various institutions served by the EU interpreting services) and time (i.e. according to institutional cycles). Under these conditions, it is essential not only to acquire familiarity with the material context, but also to develop the ability to recognize the links between the spatio-temporal situation and the characteristics of interpreting assignments. Third, within meetings, several meeting activities can be distinguished, each of them associated with specific types of interaction and discourse. For EU interpreters it is essential to be able to understand the implications of the meeting agenda, i.e. to link agenda items to various meeting activities in order to gauge the characteristics of the interpreting assignment. Fourth, both interpreting services have developed an array of dedicated ICT tools for advance consultation of meeting documents, terminology research, etc., which EU interpreters need to master. By examining the ways the EU interpreting DGs define categories of interpreter employees as 'beginners' and 'newcomers' and how the DGs regulate such employees' eligibility for specific support measures, the study reveals how formal and informal arrangements contribute to creating or restricting individuals' opportunities for situated learning (Lave & Wenger 1991). Drawing on interview and observational data reflecting differences in the skills and knowledge of beginning and experienced interpreters, it argues that interpreting competence is situated (i.e. bounded to a specific working context) and includes not only cognitive, but also embodied and social components. An examination of the opportunities for learning offered by participation in the practice shows that, for EU interpreters, situated learning is a necessary complement to formal conference interpreting training in that it allows them to become familiar with the shared repertoire of knowledge and skills required to cope with their task. Finally, the study demonstrates how the multidimensional concept of competence which emerges from a practice view contributes to a better understanding of the problems beginning interpreters face. A multimodal analysis of the way on-mic work is distributed among boothmates in a sample of EU meetings shows how Dutch booth interpreters draw on a complex of cognitive, social and embodied skills in order to apply shared professional and moral values in the course of an assignment. © 2016 John Benjamins Publishing Company. All rights reserved.},
	publisher = {John Benjamins Publishing Company},
	issn = {09297316},
	isbn = {978-902726705-4},
	language = {English},
	abbrev_source_title = {Benjamins Transl.  Libr.},
	type = {Book chapter},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@ARTICLE{Niemants2018,
	author = {Niemants, Natacha},
	title = {Interpretation of French spoken in interaction; [L'Interprétation des français parlés en interaction]},
	year = {2018},
	journal = {inTRAlinea},
	volume = {20},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85057860816&partnerID=40&md5=ee486a1bca2197d0f5412824bc9736b2},
	affiliations = {Università di Modena e Reggio Emilia, Italy},
	abstract = {The lesson dealt with in this paper is intended for graduate students and lays the groundwork for a semester-long course aiming at developing the a.b.c. of interpreting competence, i.e. linguistic and interactional skills needed to first play, and then take, the interpreter role. It sets the theoretical and methodological scene for the activities presented, which were selected according to the students' reactions and which include: the exposure to monologues by a variety of speakers, the de-construction of dialogues showing disagreements and misunderstandings, the co-construction of interactions where one must learn to listen and negotiate understanding, and reflection on classroom linguistic and interactional practices. While being exemplified in French-Italian, these activities can readily be adapted to fit other languages, provided the focus is on a process where teachers and well as students can learn. © inTRAlinea & Natacha Niemants (2018).},
	author_keywords = {CLAPI-FLE; Francophonie; Francophony; Jeu de rôle; Map-task; Orality; Oralité; PFC; Role play},
	publisher = {Universita degli Studi di Bologna},
	issn = {1827000X},
	language = {French},
	abbrev_source_title = {Intralinea},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@ARTICLE{Salaets2015103,
	author = {Salaets, Heidi and Balogh, Katalin},
	title = {Development of reliable evaluation tools in legal interpreting: A test case},
	year = {2015},
	journal = {Translation and Interpreting},
	volume = {7},
	number = {3},
	pages = {103 – 120},
	doi = {10.12807/ti.107203.2015.a08},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84948148359&doi=10.12807%2fti.107203.2015.a08&partnerID=40&md5=aeab718885dc07df2147b14810c92543},
	affiliations = {KU Leuven, Antwerp Campus, Belgium; University of the Free State, Bloemfontein, South Africa},
	abstract = {In recent decades, test design, assessment and evaluation procedures have received much attention and have focused on concepts such as quality, validity and reliability. Obviously this is also true for the highly complex testing of interpreters' skills, including legal interpreting. In this paper, we will first discuss the significant changes that have been made in the final examination procedure at the end of the LIT (Legal Interpreting and Translation) course at KULeuven, Antwerp campus, which have been complemented by an introductory workshop for the graders. It is important to mention that graders can be language experts as well as external legal experts (judges, prosecutors, police officers, lawyers, etc.) The comparison of the scores of candidates between 2008 and 2013 (a period in which different evaluation grids were used) shows a tendency towards more overall failures. In addition to this, an analysis of the graders' comments demonstrates that results are more consistent and that graders' comments mirror the results better. The new evaluation method clearly leaves less room for grader subjectivity, which presumably points to the fact that candidates are tested in a more transparent and reliable way. Follow-up research (in grader focus groups) and observations of the actual evaluation process will enable us to ensure that graders are comfortable with the new method and to check if they use it in a consistent way. Verifying whether the overall procedure actually produces better and more competent legal interpreters is a further important step needed to complete this research project.},
	author_keywords = {Evaluation procedure; Legal interpreting; Quality; Reliability; Validity},
	publisher = {University of Western Sydneys},
	issn = {18369324},
	language = {English},
	abbrev_source_title = {Transl. Interpreting},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; All Open Access, Gold Open Access, Green Open Access}
}

@BOOK{Ho2014377,
	author = {Ho, George},
	title = {Adapting translator and interpreter training to the job market},
	year = {2014},
	journal = {Handbook of Research on Teaching Methods in Language Translation and Interpretation},
	pages = {377 – 396},
	doi = {10.4018/978-1-4666-6615-3.ch020},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84960200205&doi=10.4018%2f978-1-4666-6615-3.ch020&partnerID=40&md5=bebe25b0475a87a29d800b5aced38c66},
	affiliations = {Department of Translation and Interpreting, Graduate Institute of Multilingual Translation and Interpreting (GIMTI), Wenzao Ursuline University of Languages, Kaohsiung, Taiwan},
	abstract = {This chapter discusses the issue of Translation and Interpreting (T&I) education in the global age. Its focus pivots on why, what, and how to train T&I students for the job market. In order to facilitate global trade and communication, the majority of T&I students ought to be trained as T&I practitioners or other language professionals instead of researchers of translation studies. Accordingly, the designing and structuring of the T&I curricula should be closely linked to the practice of translating and interpreting in the real world so that T&I students will enjoy their study at school, as well as the pathways paved for their future career. The methodology advanced by Kiraly (1995, 2003) based on the principles of cognitive apprenticeship is recommended, as it is closely related to translating and interpreting practice and helps T&I students effectively acquire the translating and interpreting skills employed in the T&I profession. © 2015 by IGI Global. All rights reserved.},
	publisher = {IGI Global},
	isbn = {978-146666616-0; 1466666153; 978-146666615-3},
	language = {English},
	abbrev_source_title = {Handb. of Res. on Teach. Methods in Lang. Transl. and Interpret.},
	type = {Book chapter},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@ARTICLE{Andjelic2015141,
	author = {Andjelic, Jasmina Tatar},
	title = {Legal interpreting in Montenegro in view of its EU accession: Diagnosis and proposals of necessary modifications; [Interprétation judiciaire au monténégro dans l'optique de l'adhésion européenne: Diagnostic et propositions des modifications indispensables]},
	year = {2015},
	journal = {Monografias de Traduccion e Interpretacion},
	volume = {2015},
	number = {7},
	pages = {141 – 162},
	doi = {10.6035/MonTI.2015.7.5},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84959351455&doi=10.6035%2fMonTI.2015.7.5&partnerID=40&md5=10cf51211a5cd687c84d0594d0fd1706},
	affiliations = {Université du Monténégro, Montenegro},
	abstract = {The aim of this paper is to analyze the current situation in the field of court interpreting in Montenegro, from both a normative and a practical point of view, in the light of future EU accession. Following the assertion that there is an increasing need for quality interpretation and the description of an ideal court interpreter, this paper presents the situation at the national level, relying upon the existing legislation in force. It is noted that Montenegrin legislation is generally harmonized with the EU Directive 2010/64/EU, but there is an issue of terminology that results in an unclear distinction between interpretation and translation. This paper proposes several solutions in order to define more detailed criteria for the selection of interpreters, form and content of the exam, necessity of organizing specialized training, introduction of a reliable system of quality control and establishment of a representative professional association.},
	author_keywords = {Court interpreting; EU accession; Interpreting skills; Legal interpretation; Translation},
	correspondence_address = {J.T. Andjelic; Université du Monténégro, Montenegro; email: jtatar@t-com.me},
	publisher = {Universidad de Alicante},
	issn = {18894178},
	language = {French},
	abbrev_source_title = {Monogr. Trad. Interpret.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; All Open Access, Bronze Open Access, Green Open Access}
}

@BOOK{Stern2012,
	author = {Stern, Ludmila},
	title = {Courtroom Interpreting},
	year = {2012},
	journal = {The Oxford Handbook of Translation Studies},
	doi = {10.1093/oxfordhb/9780199239306.013.0023},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84923260824&doi=10.1093%2foxfordhb%2f9780199239306.013.0023&partnerID=40&md5=f95d895dfe9f96cd080a62360f63cd6a},
	affiliations = {University of New South Wales, Australia},
	abstract = {This article describes the concept of courtroom interpretation. Legal interpreting is a branch of interpreting conducted when speakers of different languages have to communicate in legal or paralegal settings. Each legal system has its own unique court procedures, legal concepts, and terms that sometimes have no equivalent in other languages. This cultural asymmetry of legal systems creates substantial interpreting difficulties. In order to interpret competently, court interpreters must be well versed in legal terminology. The role of the court interpreter is to make communication possible between speakers of different languages. A courtroom interpreter has ethical responsibilities to fulfill. The challenges to courtroom interpreting include lack of bilingual legal dictionaries, obstacles to pragmatic influence etc. Court interpreters require training, in both interpreting skills and court interpreting. Effective courtroom interpreting can only be achieved by the professionalization of interpreters through compulsory education, adequate working conditions, and professional remuneration for effective multilingual dialogue. © Editorial matter and organization 2011 Kirsten Malmkjær and Kevin Windle. All rights reserved.},
	author_keywords = {Courtroom interpretation; Cultural asymmetry; Legal interpreting; Legal systems},
	publisher = {Oxford University Press},
	isbn = {978-019174402-0; 978-019923930-6},
	language = {English},
	abbrev_source_title = {The Oxf. Handb. of Transl. Stud.},
	type = {Book chapter},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@BOOK{Guo2019333,
	author = {Guo, Cong and Yang, Cheng-shu and Zhang, Kunsong and Kuang, Ming},
	title = {Competence-oriented task-based learning approach to medical dual-role interpreter training},
	year = {2019},
	journal = {Handbook of Research on Medical Interpreting},
	pages = {333 – 354},
	doi = {10.4018/978-1-5225-9308-9.ch014},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85136722877&doi=10.4018%2f978-1-5225-9308-9.ch014&partnerID=40&md5=8f135d6b0fb2f8be09e3f24133d3f677},
	affiliations = {School of International Studies, Sun Yat-sen University, China; Fu Jen University, Taiwan; The First Affiliated Hospital, Sun Yat-sen University, China},
	abstract = {With the developing complexity of international communication and the development of hospitals, diversified interpreting demands, such as interpreting for conferences held by hospitals and for visiting delegations from overseas healthcare institutions, have emerged in the medical field, other than interpreting in the clinical setting. Instead of engaging a professional interpreter temporarily, many hospitals are more inclined to invite their own staff to interpret, for many reasons. The core issue is to empower the medical staff with interpreting competence. This chapter examines a case study closely to summarize and share the teaching experience for training conference-level dual-role interpreters in the medical field. The research then proposes the competence-oriented task-based learning approach and examines its effectiveness. © 2020 by IGI Global. All rights reserved.},
	publisher = {IGI Global},
	isbn = {978-152259309-6; 152259308X; 978-152259308-9},
	language = {English},
	abbrev_source_title = {Handb. of Res. on Med. Interpret.},
	type = {Book chapter},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@ARTICLE{Sutopo20192043,
	author = {Sutopo, Anam},
	title = {The influence of reading ability, speaking proficiency, and classroom management toward students’ interpreting skill},
	year = {2019},
	journal = {International Journal of Scientific and Technology Research},
	volume = {8},
	number = {11},
	pages = {2043 – 2049},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85075083161&partnerID=40&md5=25a132fb47a677ef76ffaa9e6183350d},
	abstract = {This study aims to know the influence of reading ability, speaking proficiency, and classroom management toward student’s interpreting skill for the seventh semester students of English Education Study Program, Teacher Training and Education Faculty, Muhammadiyah Surakarta of University. The type of this research was associational quantitative research. The population of this study is all students of the seventh semester students of English Education Study Program, Teacher Training and Education Faculty, Muhammadiyah University of Surakarta (UMS) in 2018-2019 academic year, consisting of 197 students. The sample of this study was 129 students who are selected by using random sampling. This research applied the questionnaire and test for collecting the data. The questionnaires are dealing with reading ability, speaking proficiency, and classroom management, while the test is in line with student’s interpreting skill. The writers used SPSS version 21.0 to analyze the data which consist of descriptive statistic, classic assumption test, multiple regressions and hypothesis testing such as t-test (partial), f-test (simulation), coefficient of determination, predictor contributions. The result of this research shows that F result is 58.277 with the significant is 0.000. The result of R2 is 0.583. It means that there is a positive and significant influence of independent variables toward the dependent variable individually and simultaneously. There are positive and significant influence from student reading ability, students’ speaking proficiency, and teacher classroom management toward students’ Interpreting Skill in the seventh semester of English Education Department, UMS in the 2018/2019 academic year consisting of 58.3%. This means that students can get good achievements in interpreting if they improve their speaking proficiency and use their reading ability that make them easier to learn. © IJSTR 2019.},
	author_keywords = {Index Terms: classroom management; Interpreting skill and speaking skill; Reading ability},
	publisher = {International Journal of Scientific and Technology Research},
	issn = {22778616},
	language = {English},
	abbrev_source_title = {Int. J. Sci. Technol. Res.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@ARTICLE{Al-Qinai2004,
	author = {Al-Qinai, Jamal},
	title = {Convergence and divergence in translating vs interpreting competences},
	year = {2004},
	journal = {AUMLA-Journal of the Australasian Universities Language and Literature Association},
	volume = {102},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-60949925682&partnerID=40&md5=f5244b6b543fea8b50d1a81a6d5428da},
	affiliations = {Kuwait University},
	issn = {00012793},
	language = {English},
	abbrev_source_title = {AUMLA-J. Australas. Lang. Lit. Assoc.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@ARTICLE{Lutskovskaya2018231,
	author = {Lutskovskaya, Larisa and Zvereva, Ekaterina V. and Kalashnikova, Elena P.},
	title = {Interpreting for forced migrants in health care: Interpreters’ training through patients` perceptions in Russia},
	year = {2018},
	journal = {Journal of Social Studies Education Research},
	volume = {9},
	number = {4},
	pages = {231 – 246},
	doi = {10.17499/jsser.50821},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058506744&doi=10.17499%2fjsser.50821&partnerID=40&md5=583c45ddf07ba49741bb36666e798bec},
	affiliations = {Peoples’ Friendship University of Russia, RUDN University, Russian Federation},
	abstract = {The paper provides preliminary study in the field of provision of interpreting services in various health care settings including medical institutions and border-cross points for people with limited official language proficiency in Russia through the prism of linguacultural mediation. Special emphasis is laid on possible barriers in interpreter-mediated communication in health care domain. The research aims to explore target audiences’ perceptions regarding the extent to which the interpreters’ instruction curriculum meets professional challenges that interpreters might face while working for migrants and refugees in healthcare settings. The research methodology applies qualitative and quantitative methods as well as cluster and factor analysis. The research also features an empirical experiment involving interviews with foreign patients of a Russian hospital, forced migrants living in Russia under status of temporary asylum, and graduate students doing their master degree program “Interpreter and Translator for Public Services and Institutions” in Russia. The research findings obtained through surveys of target audiences suggest that linguistic and interpreting competences alone are not sufficient enough to ensure effective interpreter assisted communication in health care setting. Besides knowledge of field related terminology, a health care interpreter has to act as lingua cultural mediator, bridging the cultural gaps between the communicants both in medical institutions and border-crossing points. The present article has both theoretical and practical value as its findings can be used in determining the content and structure of master degree courses on interpreting and translation in health care settings. © 2018, Association for Social Studies Educa. All rights reserved.},
	author_keywords = {Forced migration; Health care setting; Linguistic and cultural mediation; Public service interpreting},
	publisher = {Association for Social Studies Educa},
	issn = {13099108},
	language = {English},
	abbrev_source_title = {J. Soc. Stud. Educ. Res.},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@BOOK{Fengxia2014362,
	author = {Fengxia, Jiang},
	title = {Evaluating emotional stability as a predictor of Chinese MTI students' interpreter aptitude},
	year = {2014},
	journal = {Handbook of Research on Teaching Methods in Language Translation and Interpretation},
	pages = {362 – 376},
	doi = {10.4018/978-1-4666-6615-3.ch019},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84960255336&doi=10.4018%2f978-1-4666-6615-3.ch019&partnerID=40&md5=5aaaf0d05e599b69820b539cfe72320c},
	affiliations = {Graduate School of Translation and Interpretation, Beijing Foreign Studies University, China},
	abstract = {It is necessary to find an effective way of testing interpreters' aptitude so as to enhance the efficiency in deciding his or her potential interpretation talents. This chapter proposes that variance in interpreter performance is dependent on factors of both general cognitive ability and personality. It reports on a study of 110 Chinese MTI students in the hope of finding out what traits play the most important role and to what extent these variables impact on learning and achievement. Psychological constructs of self-efficacy, goal orientation, and negative affectivity were measured, as were interpreter ratings of selfperceived competence as practitioners. The most significant finding revealed the dimension of emotional stability (represented on the negative end of the continuum by traits of anxiety and neuroticism, and measured in this study by the negative affectivity scale) as a predictor of interpreters' self-perceived competence. Based on these findings, recommendations for admission testing and interpreter education curricula are discussed. © 2015 by IGI Global. All rights reserved.},
	publisher = {IGI Global},
	isbn = {978-146666616-0; 1466666153; 978-146666615-3},
	language = {English},
	abbrev_source_title = {Handb. of Res. on Teach. Methods in Lang. Transl. and Interpret.},
	type = {Book chapter},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@ARTICLE{Snyder2019519,
	author = {Snyder, Isabel and McDermid, Campbell},
	title = {Comparison of novice signers and novice ASL-English interpreters},
	year = {2019},
	journal = {Sign Language Studies},
	volume = {19},
	number = {4},
	pages = {519 – 564},
	doi = {10.1353/sls.2019.0012},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85070676779&doi=10.1353%2fsls.2019.0012&partnerID=40&md5=b0d89572accc064a67f11f30c9bade2b},
	affiliations = {Rochester Institute of Technology, National Technical Institute for the Deaf, Rochester, NY, United States; University of North Carolina, Greensboro, United States},
	abstract = {Currently, there is little research on the ability of interpreting students to translate texts from English into American Sign Language (ASL), nor is there much research on how their skills change as they progress from being a signer of ASL to an interpreter. At the same time, a gap has been identified between the requirements of the workplace and the abilities of many sign language interpreters (Godfrey 2011; Resnick 1990; Sadler 2009; Schick, Williams, and Kupermintz 2005). For example, the Registry of Interpreters for the Deaf (RID) reported only a 25 percent pass rate for the national interpreter performance exam in 2017. To begin to address this gap, we did a pilot study to look at the rehearsed sight interpretation abilities of students of interpretation as compared to students of ASL. The theoretical framework for this study drew on McDermid's (2012) pragmatic model of interpretation, where interpreters can work at the literal, enriched, or implicature level. Ten students translated an English text into ASL. Students who had taken some coursework in interpretation evidenced more text restructuring (p* < 0.01), included more potential implicatures (p* < 0.05), and enriched their target ASL texts (p* < 0.05) more so than the ASL students who had not studied interpretation. It is hoped these findings may help frame further studies concerning benchmarks for students of interpretation and ASL to perhaps address the gap that exists between interpreters' abilities and the expectations of the field. © 2019 Gallaudet University Press. All rights reserved.},
	publisher = {Gallaudet University Press},
	issn = {03021475},
	language = {English},
	abbrev_source_title = {Sign Lang. Stud.},
	type = {Review},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0}
}

@ARTICLE{Li2019106,
	author = {Li, Xiangdong},
	title = {Simulation Dominated Approach versus Video Dominated Approach in Teaching Consecutive Interpreting to Undergraduates: An Exploratory Comparison Study},
	year = {2019},
	journal = {Onomazein},
	number = {44},
	pages = {106 – 131},
	doi = {10.7764/onomazein.44.06},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161340142&doi=10.7764%2fonomazein.44.06&partnerID=40&md5=f19a6b3b9fd03f6d97618fb0862afaf5},
	affiliations = {Xi’an International Studies University, China},
	abstract = {Video dominated instruction (VDI) and simulation dominated instruction (SDI) are commonly practised in interpreter training, and yet their teaching effects have not been adequately researched so far. The present study was intended to compare the effectiveness of the two instructional approaches in teaching consecutive interpreting (CI) to third-year undergraduates. A quasi-experimental two-group pre-test/post-test comparison design was used. Sixty-two students took a pre-test on consecutive interpreting skills and completed a pre-self-assessment to rate their competence in eleven learning objectives at the beginning of a consecutive interpreting course. Thirty-one students in class one as the comparison group received VDI, while thirty-one students in class two received SDI. Sixteen weeks later at the end of the course, the two classes took a post-test on consecutive interpreting skills and completed a post-self-assessment to rate their competence in the same eleven learning objectives. After controlling the effects of pre-test and pre-self-assessment scores, ANCOVA results suggested that VDI and SDI are equally effective in teaching CI to undergraduates, except for one aspect that the latter is more effective in cultivating students’ ability to use non-verbal elements. Pedagogical implications about the complementary nature of the two approaches were discussed. © 2019 Pontificia Universidad Catolica de Chile. All rights reserved.},
	author_keywords = {comparison of teaching effects; consecutive interpreting; simulation dominated instruction; undergraduates; video dominated instruction},
	correspondence_address = {X. Li; Xi’an International Studies University, China; email: xiangdong813@gmail.com},
	publisher = {Pontificia Universidad Catolica de Chile},
	issn = {07171285},
	language = {English},
	abbrev_source_title = {Onomazein},
	type = {Article},
	publication_stage = {Final},
	source = {Scopus},
	note = {Cited by: 0; All Open Access, Green Open Access}
}